This qualitative study takes place at a regional public university and partner public K-12 school district in the Southwestern United States. The study asked the research question: How have field experiences, in senior block courses, influenced/shaped students' perceptions in the semester before student teaching? Reflective data was collected from…

In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each…

This article reports the outcomes of research on student teachers' situational engagement during their third-year teaching practice in university-affiliated teaching schools (teacher training schools) at the universities of Helsinki, Finland and Johannesburg, South Africa. We have explored situations that possibly engage the student teachers…

This study examined the factors attributed to 10 teacher candidates' perceptions of self-efficacy throughout their student teaching experiences. Dissimilar to the majority of studies which assess teacher self-efficacy quantitatively, this study used narrative inquiry to meet three aims: First, to understand the variables attributed to teacher…

This study examined the factors affecting the self-efficacy in music student-teachers throughout their student teaching experience as a means to improve the strategic plan of the music student teaching experience. Bandura's self-efficacy theory and its dimensions provided the theoretical framework. The data sources included a series of interviews…

In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers' beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants' beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two…

This paper addresses a gap in the literature on primary student-teachers' use of graphics calculators. A group of 12 student-teachers, specialising in mathematics, engaged in a mathematical task as learners, and then adapted the task for primary pupils. Their lesson plan included graphics calculators, which the student-teachers taught to a class…

This study sought to identify preservice teachers' perceptions of their student teaching abroad experience and its effectiveness in preparing them to be globally competent educators upon completion of their student teaching as well as two years after. Findings indicate that they perceive their experience to have been both advantageous and…

Professional identity has emerged as a common theme in teacher development research, and the student-teaching practicum is often identified as foundational to identity development. In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity…

Because a majority of teachers come from public universities, universities play an important role in examining and strengthening their teacher preparation programs to ensure they are graduating quality teachers. Student teaching is typically the culminating experience of the teacher preparation program and is considered to be the most crucial and…

The world is changing. Human mobility is at an all-time high, and globalization is a consequence of that mobility. Traditionally, a preservice teacher preparation program would require students to spend one to two semesters teaching in local schools under the guidance of an experienced teacher. Conversely, intercultural student teaching programs…

Research shows that teachers' efficacy relates to pupil achievement. Strong efficacy, or a self-belief that one can positively impact pupil learning, is risked when teachers develop concerns related to pupil learning. This study explored the perceived concerns of teacher candidates (N = 3) throughout an eight-week clinical field experience.…

The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall…

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

This mixed design study chronicles the yearlong outcomes of 27 undergraduate preservice teacher candidates' ability to design and deliver culturally responsive lesson plans during field-based experience lesson observations and student teaching settings after receiving instruction in a special education methods course. While components of…