This paper explores the process of learning to become a social justice teacher, drawing in particular on Bakhtin's notions of dialogue in order to theorize pre-service teachers' identity negotiations. Interpretations of learning and identity are based on the content of pre-service teachers' narratives about community-based learning. Supported by…

Teacher trainees are questioned about their strategic and emotional relationships with a key area of their future activity, learning. Characteristics of German teacher trainees are identified through comparisons with German students on a related course of study (educational science), and through comparisons with Swedish teacher trainees. N = 875…

This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find…

Quality assurance of teacher training has become of a great concern nowadays. This paper addresses the quality of BEd programme of the University of Education (UE) Lahore. The main purpose of the study was to evaluate the quality of BEd programme with regard to the internal efficiency of Government Colleges for Elementary Teachers (GCETs), the…

While the use of situated cognition theory in teacher education programmes has the potential to teach prospective teachers, research on teacher knowledge and learning from a situated perspective has been slow to emerge in reference to prospective teacher education. In this paper, we present a situated case-based knowledge framework to explain the…

Based on the hypothesis that learning preferences tend to vary over cultures, this study compared and contrasted the learning approaches and learning styles between Chinese and American pre-service teachers in an attempt to know more about the learning/teaching landscapes in these two countries as "teachers teach the way they learned"…

Microteaching Lesson Study [MLS] combines elements of Japanese lesson study and microteaching. A case study of MLS was conducted with 18 prospective teachers in an initial course on learning to teach. Various data sources (i.e., pre- and post-lesson plans, MLS lesson plans, videotaped lessons, transcripts of group discussions, observation field…

Our work is based on the study of learning strategies used by a group of trainee teachers in a real learning situation, and how this use of strategies influences the results of the learning process. We use a diary as a tool to assess the learning strategies and compare the results obtained with those using an inventory. Our findings indicate that…

This paper points out that globalization has raised fundamental questions about knowing and learning and that it is essential for educators to engage in collective knowledge generation by crossing community boundaries. Drawing on the theoretical framework of Activity Theory, this paper reports on a study on the expansive learning that was afforded…

This article describes a qualitative study into student teachers' learning processes through changes in their interactive cognitions. First, theoretical propositions about the relation between learning to teach, professional development, and practical knowledge are defined. Next, the procedure to grasp interactive cognitions as part of practical…