In Malta, most science teachers are likely to have a teaching degree level qualification in one science subject. When teaching science in the first two years of secondary school they will be teaching outside their area of science specialism, that is teaching a subject/s that was not studied at degree or Advanced level. A study was conducted to…

Although there is a fair amount of knowledge on the issue of promoting student-directed learning, research indicates that teachers are not always able to put that knowledge into practice. Therefore, new educational practices related to student-directed learning should be introduced in teacher education. This makes it possible to break the didactic…

The first part of this paper describes the rationale for and process of engaging student teachers in action research during the fourth and final year of their teacher education, which is also their first year as teachers (induction year). During this year the novice teachers are engaged in an action research project as a compulsory assignment in…

The focus of this paper is the analysis of data from case studies of mentor meetings derived from an action research project on "The professional development of subject induction tutors". Developing practice as a reflective teacher involves both reflection and action and a reflective teacher compares a teaching and learning situation…

This article proposes a Greek elementary teacher education curriculum, which includes a four-semester, four-level practicum component. The overall program objective is preparation of reflective teachers through interweaving theory and practice in the curriculum. International trends in practicums, clinical schools, and use of technology-rich…