Upon beginning their school-based teaching practica, teacher candidates enter a realm of practice that is at once uncertain, vulnerable, and particular, and where good educational practice centers on teacher's ability to see and to judge and to act ethically with others in concrete situations and ways. An important question for teacher education…

Background: School teachers who become teacher educators (TEs) are rarely prepared for the different pedagogies that teacher education requires. One pedagogical difference is the need for TEs to make their thinking and decisions explicit to pre-service teachers (PSTs) so PSTs can see teaching as an adaptive process rather than a set of routines to…

Despite the proclaimed mono-cultural and mono-linguistic profile, in reality, diversity lies at the core of classrooms. This paper outlines the literature on diversity in young learners' classrooms followed by student and teacher reflections on diversity issues in the EFL context. Sixty-two primary school students studying at the 4th and 5th grade…

Teacher learning is a complex and important idea, given the proposed centralized role these individuals have in eradicating the inequitable school outcomes for students of color. It is necessary that researchers document the complex trajectory of learning that occurs as teachers engage in critical reflection on their practice. In the current…

Positive teacher-student relationships promote growth in students both academically and socially, but in today's ever-changing classrooms creating such positive relationships can be a challenge. This study attempts to look at the influences on teacher thinking and judgment when creating and maintaining relationships. This is done by examining the…

This article reports on a multiple case study that investigated the dynamic and situated nature of learners' willingness to communicate (WTC) in second language (L2) classrooms. Framed within a sociocognitive perspective on L2 learning which draws together social, environmental, and individual factors, this study traced WTC among six learners of…

A descriptive, holistic, multiple-case methodology was applied to examine the nature of participation in discourse of two low- and two high-achieving grade 6 students while solving mathematical tasks in a standards-based classroom. Data collected via classroom observations and student interviews were analyzed through a multiple-cycle coding…

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 multiple case study examined the reflections of elementary teachers as they taught science to English language learners (ELLs). The six participants in this study developed explanations about their science teaching with ELLs as they engaged in reflective practice using video-based tools during a professional development experience. Open…

This research study investigates the notion of "inspiring" teaching through case studies of a purposive sample of 17 primary and secondary school teachers in England. The research was commissioned by CfBT Education Trust as part of a collaborative professional development initiative involving its schools. It arose from headteachers'…

The purpose of this qualitative research study was to describe the impact of peer teaching on both the students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in agricultural and extension education, were asked to engage in peer teaching activities. The researchers utilized discourse analysis, textual…

This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in a National Science Foundation (NSF)-funded Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in…

Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, & Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, & Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support…

This study explored teachers' perceptions of shy children in the classroom during the elementary school grades. Seven teachers (1 male, 6 female) from elementary schools located in geographically diverse areas of Canada participated in semistructured telephone interviews that explored their perceptions of and experiences with shy children in the…

The purpose of this qualitative study was to examine teachers' perceptions of key elements of the classroom walkthrough and the impact they had upon classroom instructional practices. The goal was to explore and identify the key facets of the classroom walkthrough as determined by teachers who had been observed and supervised with this particular…