This study was based on the hypothesis that students' epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i) preclass reading with metacognitive reflection, and (ii) in-class active learning that produces cognitive dissonance. This hypothesis was tested through a five-year study…

This paper reports on findings of a qualitative study that explored the experiences, needs and challenges of internationally educated teacher candidates (IETCs) in a large metropolitan university in Canada. Interviews were conducted with IETCs as well as the teacher educator working with them. Findings revealed that IETCs required additional…