In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships…

Challenges new teachers face as they transition from their preparation program into their own classroom are well documented, however, the field struggles to retain those in the earliest phase of their career. Social support and teacher self-efficacy development both have been found to play a role in teacher retention. The purpose of this…

The student teacher (ST) and cooperating teacher (CT) relationship is a key element in a productive practicum experience. A strained relationship inhibits learning, creates stress, and can lead to discontinuing the placement. The purpose of this action research study is to understand the conflicts that occur in the ST and CT relationship during…

This research explored the experiences of nine preservice teacher candidates of Spanish in world language teacher education programs at two higher education institutions implementing the Integrated Performance Assessment (IPA) as Student Teachers (ST), as well as perceptions of seven Cooperating Teachers (CTs) and the University Field Supervisor.…

There is often a fragmentation between campus-based theoretical preparation of pre-service teachers and their practice in schools supported by school-based mentors. One of the fragmentation issues is related to how school-based teachers being mentors for pre-service teachers consider themselves as teachers and as 'teacher educators'. Thus, school…

Due to the Covid-19 pandemic, teachers must rely on technology to reach and teach their students who no longer sit in school classrooms. In so doing, chasms in the quality of engagement have become evident based on students' ability, ethnicity, and home language. We propose that co-teaching between a mentor teacher and a teacher candidate could…

Pre-service teachers are typically supervised by two differently situated mentors: university-based clinical supervisors and cooperating teachers. These two types of supervisors are positioned differently within the institution of teacher education. Using ecological systems theory combined with institution theory, this paper offers an analytical…

The purpose of this study was to determine the perceptions of cooperating teachers regarding the importance of certain teacher traits, behaviors, and skills as predictors of a successful student teaching experience. The sample consisted of teachers who had served as cooperating teachers (N = 519). Participants rated a list of 40 teacher traits,…

This theoretical study examines the mentoring situation and how it might be adjusted to contribute optimally to building pre-service teachers' competences. The study first presents an original theoretical conceptualisation based on which the dynamics of competence building is defined. This conceptualisation is then empirically illustrated and a…

The global emergence of Innovative Learning Environments (ILEs) has disrupted the conventional grammar of schooling prompting more collaborative and flexible teaching and learning arrangements. While the emergence of a new grammar and its complexity for experienced teachers is acknowledged, the ramifications for initial teacher education (ITE) are…

This parallel mixed methods study explored self-efficacy and competence for literacy instruction among student teachers (STs) in three models of teacher preparation, including a residency model. Qualitative interviews were conducted with STs, mentor teachers, and supervisors. Quantitative data were collected using a pre-/post-survey design using…

"Affordances in the third space" is a concept that can improve teacher education and inspires supervisory innovations that can be empirically studied. An intentionally designed hyperdocument workspace fostered collaboration among the university supervisor and classroom mentor teacher and shifted the clinical environment in favor of…

High quality field or practicum experiences are important for preparing preservice teachers for the profession. Studies suggest preservice teachers rate their practicum experiences more favourably when their cooperating teachers mentor them using apprenticeship-type practices. There is scant research on how such an approach is used in early…

The global COVID-19 pandemic has caused many adaptations to preservice teacher preparation, especially supporting completion of field-based internship experiences. This mixed methods research project utilized surveys to analyze the impact of virtual settings on (1) intern (n=14) and mentor teacher (n=5) experiences and relationships; and (2) the…

This qualitative research study delves into elementary school teachers' beliefs and the potential contribution of reverse mentoring to improve English language teaching for children. The purpose was to explore how elementary in-service teachers' beliefs could be transformed after participating in a reverse mentoring experience. A group of…