Editorial Commentary: Teacher Learning in Transition: Reflections on Practice, Assessment, and Innovation

This issue of the Journal of the International Society for Teacher Education (JISTE) brings together six articles from Norway, the United States and Bhutan that explore the shifting landscape of teacher learning, professional development, and pedagogical transformation. The issue spotlights how teacher educators and in-service teachers are grappling with emerging demands - from integrating educational technologies and facilitating complex mathematics instruction, to re-evaluating assessment practices and addressing entrenched norms in teacher education. The authors draw on diverse research methods, including reflective self-study, case study, survey research, and discourse analysis, to examine the tensions, insights, and innovations emerging within teacher education programs and classrooms across global contexts. As teacher roles evolve in response to sociocultural, technological, and policy shifts, the articles in this issue provide critical perspectives on how educators are learning to navigate these transitions. Together, they invite readers to consider the value of reflective practice, digital engagement, and pedagogical flexibility in building responsive and inclusive education systems.