This study contributes to a body of research exploring sets of learning experiences for developing global competencies among middle childhood social studies teacher candidates. This multi-year study examines data related to teacher candidates' global knowledge, skills, and dispositions using a convergent parallel mixed methods design. Findings…

Preservice educators are required to enroll in multiple methods courses to prepare them to effectively teach content to students. With the increase of online teacher preparation programs, methods courses are also being offered virtually. This study sought to investigate the overall attitudes, beliefs, and preparedness of candidates after…

This study examines pre-service primary school teachers' (PSTs') possible selves in relation to science teaching and the ways in which these possible selves change over time. This longitudinal study adds to the body of knowledge by examining PSTs' possible selves at various time points throughout their teacher preparation: three PSTs, selected…

In a 2-year longitudinal study, we examined the effectiveness of a new technology-infused approach for teaching technology integration (TI) skills to teacher candidates. In the new approach, we infused learning to teach with technology into program methods courses. We measured candidates' understanding of various Technological Pedagogical Content…

The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants…