Regular readers of the journal will know that, each year, we have one themed issue. While it’s always useful to gain such a sustained, considered insight into a given topic, it forms quite a contrast to editing a ‘general’, regular issue of the journal. Unlike conferences or special issues, we do not solicit research on any particular theme; thus the submissions we receive act as a kind of weather vane for current research topics. Interestingly, this issue seems to be spread across a broad spectrum of pedagogic concerns, but is unusually focused (for this journal) on the practices of teaching.
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