This qualitative phenomenological study was developed to fill the gap in current research on what extent five teacher educators, from three Midwest and one Southwest teacher education program, are preparing English Language Learner (ELL) preservice teachers to collaborate in ELL teacher education. The results indicate that ELL teacher educators…

While studies have shown that mentoring is central to new teacher development, few investigations have examined what mentors learn about themselves as mentors. The purpose of the study was to illuminate mentor learning. The article reports on two case studies that investigated the development of mentoring expertise over a two-year period. During…

This study examined trainee teachers' mathematical knowledge in teaching (MKiT) over their final year in a US Initial Teacher Education (ITE) programme. This paper reports on an exploratory methodological approach taken to use the "Knowledge Quartet" to quantify MKiT through the development of a new protocol to code trainees' teaching of…

This article describes the first phase of a longitudinal study that examines the impact of teacher preparation programs on the literacy instructional practices of teacher candidates. Case summaries and cross-case analysis by 12 researchers of 10 teacher preparation universities across the United States determined (1) the signature aspects of…

To date, there is a paucity of research on graduate students' learning experiences in teacher education, and we also know little about what support they might need in their learning to become teacher educators. In order to fill this gap, this study draws on three graduate students' experiences, to explore how a PhD programme in a university in…

This article attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning (hereafter, AfL). It presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong. Thirty lessons video-recorded in the AfL Project and nine teacher interviews conducted after…

New Zealand's early childhood curriculum, "Te Whariki", has two learning outcomes, dispositions and working theories. While a sociocultural perspective of dispositions has received significant attention in research and teaching, "working theories" as a concept has remained somewhat nebulous. This paper describes ways teachers…

Twenty teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of particular formative assessment strategies. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance…

This study examined the experiences of three primary teacher education students participating in early childhood-focused community play sessions, as well as their perceptions of early childhood and primary philosophy and pedagogy. The purpose was to explore perceived differences in primary and early childhood pre-service teacher courses, which may…

This study explored the instructional reading practices of four elementary teachers, all graduates of a small branch campus of a large Midwestern University, who obtained their Bachelor of Arts in Elementary Education and have been employed in public elementary schools for nearly three years. The four individuals were former university students of…

This article reports a study of literacy instruction in our own elementary preservice program. It examines the views and practices of both the preservice faculty who teach literacy and a sample of graduates of the program during their first three years of teaching. The new teachers reported learning many things from their preservice program,…

The study reported in this article aimed at exploring what teachers know and do about fostering higher-order thinking skills in teaching science, and how they see themselves involved in achieving this end. Data were collected through semi-structured interviews with 11 teachers experienced in teaching high school physics, which is considered a…

Teacher interviews, journals, and stories are used to question the theory-practice relationship by adopting a theory of practice informed by a politics of location, influenced by voice and story. This method counters the reduction of teaching to "things that work." (SK)

The importance of the concept of professional identity lies in its relationship to professional knowledge and action, but these links are complex. A traditional notion of identity is of something essential about ourselves, a fixed and stable core of "self". More recently, however, identity has been seen as an ongoing and performative…