There is a growing research interest in examining how mathematics teacher educators grow professionally in their practice. In this study, we focus on the experiences of novice mathematics teacher educators who had been secondary mathematics teachers before becoming instructors of an elementary methods course. During individual, semi-structured…

The goal of this study was to predict the preservice physical education teachers' (PPETs) occupational socialization (OS) by their pedagogical content knowledge (PCK) and to investigate the relationship between them. The participants were 56 PPETs from a physical education teacher education (PETE) undergraduate program in the northeastern United…

Recently scholars have advocated for using teachers' practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online,…

Facilitating productive mathematical discussions is considered a core practice of mathematics education. The complexity of this teaching practice presents the need for pedagogical tools to provide structure for preservice teachers (PST) developing their practice, yet little is known about "how" PSTs use these tools. This multiple case…

The purpose of this exploratory, quantitative action research study was to determine whether methods coursework and practicum experiences influence pre-service music educators' self-efficacy towards teaching in secondary instrumental music settings. Junior music education students enrolled in an instrumental music methods course (n = 17) and in…

This article describes how three higher education literacy faculty shifted their traditional face-to-face instruction to a combined synchronous and asynchronous delivery in response to the COVID-19 Pandemic and subsequent closure of the university. Faculty share specific lessons that were learned over the first year of the pandemic, and how these…

Studies have shown that preservice teachers come to their science methods courses with perceptions about science teaching and learning that can impact their levels of self-efficacy when it comes to teaching science (Bulunuz & Jarrett, 2010; Jarrett, 1999; Kazempour, 2014). Multiple students have been conducted to document the effects of…

Background: As prospective teachers traverse the early stages of their careers, their first experiences of teaching (both in-course and in-classroom), and the transitions between them, need to support the growth of their professional learning. In the context of STEM education, more needs to be understood about pre-service teachers' lived…

The current study provides detailed data that speaks to the nature of resistance to Flipped Learning pedagogy within a higher education context. A qualitative analysis of this data using the conceptual lens of Judith Butler's theory of performativity drew attention to a pervasive belief that teaching is and should be an embodied performative act.…

The purpose of this study was on understanding and interpreting five minoritised pre-service teachers' past educational experiences that impacted their first-time science microteaching experiences in a science teaching methods course. The study is unique because it illuminates and contributes to the literature on the importance of minoritised…

Prior to the fall semester of 2017, the elementary preservice teachers who were enrolled in a science methods course engaged in a variety of field experiences across different settings, mostly informal. Beginning in the fall semester of 2017, students enrolled in this science methods course completed their field experience in formalized classroom…

As a Methods Professor in a Research I institution in the Midwest and the largest education program in its respective state, I faced a crisis after ten years in higher education. The concern I faced was whether or not the repertoire I taught my students was appropriate and meaningful in their training. While staying abreast of current research and…

Music education method courses include pedagogical content essential for successful classroom instruction. Preservice music educators, however, have expressed concerns with their method course experiences. Researchers have found that modeling, peer teaching experiences, various forms of feedback, and video recordings can help improve…

How to improve geography education via teacher preparation programs has been a concern for nearly three decades, but few examples of a single, comprehensive university-level course exist. The purpose of this article is to share the model of a pre-service geography education methods course. Within the course, geography content (physical and social)…

This article describes a method of storytelling that can assist novice teachers in moving toward "re-seeing" their stories of teaching not just as narratives of experience, but as sites for work to be done. The assignment novice teachers undertook as part of a methods class in the teaching of English language arts has the potential to be…