Research has revealed that student teachers benefit from teaching practicum programs. The programs present the student teachers with myriad opportunities to negotiate and deconstruct their personal and practical knowledge with the help of teacher mentors and supervising faculty members. This study reports on a case study that examines the…

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic…

Language teacher identity (LTI) plays a significant role at various stages of a professional career. Yet, teacher preparation programs address LTI differently. The Certificate of English Language Teaching to Adults (CELTA) is the most widely recognized initial qualification. Examining how LTI is constructed during and after the acquisition of the…

Research advances in neuroscience and the developmental and learning sciences have provided us with important insights about how people learn and develop. The knowledge we now have points to important transformations in teaching practice, which in turn require transformations in educator development in order to support all educators in developing…

For my dissertation requirement, I conducted two research projects, collaborating with my dissertation advisor on both projects. In my first project, I employed a phenomenology methodology to investigate how teachers' professional needs, practices, and motivations align with the goals of the professional learning community to enhance teacher…

This article utilises narrative inquiry as a means to explore reflexively our roles as two scholars/teacher educators with extensive experience in education and international development initiatives in East and Southern Africa. It focuses on a teacher professional development program in Tanzania we helped initiate and facilitate for more than five…

This qualitative study investigates the changes and continuities in conceptions of teaching and learning from course commencement to course completion for a group of international preservice teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation…

This article describes a community service learning collaboration between a teacher education program and a nonprofit literacy society. Seventeen teacher candidates (TCs) tutored young readers weekly for seven months as part of their course-related field experience and completed reflective assignments analyzing their own learning and the learning…

The nature of knowledge and how it is developed have been debated in philosophy and research for centuries. In the literature on teachers' knowledge, two perspectives have been particularly visible. One perspective stresses cognitive processes and deliberate knowledge acquisition. Another perspective stresses the situated nature of teachers'…

Subject knowledge enhancement (SKE) is considered an essential part of initial teacher training (ITT) for secondary school roles. The article gives an insight into trainee teachers' different experiences and approaches they used to expand and acquire Physics and Mathematics subject knowledge, alongside other forms of knowledge. The unique feature…

This study aimed to assess pre-service teachers' knowledge base of teaching and the extent they perceive and reflect its implementation in a microteaching course. Employing mixed-methods design, the study involved pre-service teachers in a state university in Special Territory of Yogyakarta. The quantitative data were collected from a test on the…

This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST)…

Dual language and immersion (DLI) instruction at the secondary level is a particular challenge, as teachers are tasked with teaching abstract, cognitively complex content while supporting students in continuing to develop their partner language proficiency. This content and language integration requires a unique skill set and knowledge base, but…

Historically, efforts to prepare teachers have relied on teaching preservice teachers bits of knowledge across various courses in a way that results in the accumulation of broad knowledge and skills for teaching. In contrast, practice-based teacher education focuses on the act of teaching by emphasizing deliberate practice, reflection and decision…

Evidence receives elevated attention in teacher education today, and this attention fuels the urge to identify the impact of evidence for teaching. However, this identification turns out to be difficult: Evidence is only infrequently used by teachers to explain or justify action, and this empirically documented situation is argued to be due to a…