The Department of Education initiated a pilot of the Rural and Remote Training Schools project in 2011 to promote rural and remote teaching to university students. The program is a key component of the Department's broader attraction and retention strategy and targets the Pilbara, Kimberley, Midwest and Goldfields regions; areas that are deemed to…

Launched in 1993, The Teachers College at Emporia State University began its first Professional Development School (PDS) partnership and, since then, The Teachers College has continued to provide high-impact learning opportunities for teacher candidates--including several unique four-week student teaching placements described in this article.…

For nearly 40 years the quality and value of the contribution of universities to initial teacher education has been brought into question. This is particularly so in England where the ongoing 'discourse of derision' has resulted in universities no longer being seen as necessary partners in the process. More recently, similar challenges have taken…

The COVID-19 pandemic has changed the landscape of Victorian education and has dramatically affected the practical experience of pre-service teachers (PST) throughout Melbourne. This self-study will reflect on the obstacles and opportunities I experienced during an online practicum, and discuss the complex challenges associated with the unexpected…

This paper focuses on the national, institutional and pedagogical responses as a result of the closure of schools and universities in March 2020 in Portugal. It includes a brief description and analysis of the initiatives and responses to the crisis as well as the difficulties, the challenges and the opportunities. The paper concludes with the…

Teacher education in Ontario, Canada has had to respond to a myriad of challenges presented by the COVID-19 crisis, particularly after government authorities decided to close schools until students and faculty could return safely. In this paper, we examine some of the major challenges that are being faced by teacher educators as they prepare for…

This article describes how we prepare teachers to be confident and competent teachers of indigenous Maori learners. Programme components are critiqued in relation to promoting culturally sustaining practice using four dimensions: accommodation, reformation, transformation, and representation. We argue that culturally sustaining teacher education…

In this article, two teacher educators share the evolution of an Overseas Student Teaching (OST) program embedded in the University of Kentucky's Educator Preparation Program (EPP). The goal of this initiative is to help candidates who participate in this program develop skills associated with global competence so they can better address the needs…

COVID-19 and the resultant national lockdown saw thousands of initial teacher education students in South Africa moving at short notice to online learning. For teacher educators this represented significant technical and pedagogical challenges, as they faced the task of adapting their teaching to an online modality, while simultaneously…

In a divisive age, how do we support beginning teachers in taking up the challenge of teaching controversial topics and creating classroom environments that promote civil discourse? For insights, the author looked to the work of teacher educators in Northern Ireland, a region that is still affected by many generations of intense sectarian…

Today, cultural studies theories, methods, and approaches are no longer solely the preserve of departments of arts, humanities, or social sciences. This article offers one example of learning how to teach cultural studies content to human movement studies (HMS) students. The author explores how she drew on various feminist and cultural studies…

The STEMITL project is an interdisciplinary collaboration between a Southeastern University's middle grades education department and local PDS partner school districts incorporating six full-day immersive projects for seventh-grade students. During the 2016-2017 academic year, seventh-grade students were brought to the university's newly…

This article focuses on Lisa Wilson's recent teaching experiences at the School of Dance, University of Cape Town (UCT), where dance pedagogy courses are established curricular components of its two undergraduate programs, the three-year Diploma in Dance Education (DipEd) and the four-year Bachelor of Music (BMus) degree in dance. The DipEd…

The Higher Education Academy (HEA) Embedding Employability framework lists a broad range of employability skills they have identified as being imperative to graduate success in the workplace, including "knowledge and application, self, social and cultural awareness and reflection and articulation" (HEA, 2015, diagram, n.p.). The final…

When U.S. educators first hear that Japanese teacher preparation programs require only four weeks of formal student teaching at the end of the credential program, they're appalled: How can this be? More surprising still, few new teachers in Japan (1.35 percent) leave the profession during their first year. So where are these beginning teachers…