Limited studies illustrate the significance of a transformative perspective on pre-service teachers' assessment practices during their study in higher education institutions (HEIs). As such, the need to prepare pre-service teachers for the transformative realities of the workplace has been widely acknowledged as a crucial element of contemporary…

To alleviate teacher shortages, many countries are investing in professionals fromother fields to become teachers. As second career (preservice) teachers (SCT)are thought to bring additional resources into the teaching profession, it is important to gain insights into whether and how these resources are impacting their learning experiences and…

This paper explores the education of prospective teachers with regard to the Theory of Didactical Situations when they engage in lesson study. We particularly focus on studying how a lesson study process oriented towards the Theory of Didactical Situations contributes to increasing prospective teachers' self-efficacy to plan and teach lessons…

The specific focus of this study is how a team of four preservice teachers experienced a collaborative practicum model to support the development of cogenerative dialogue and foster professional growth. Data sources included individual video club annotations and the associated group discussions facilitated by comparison of groups members selected…

This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the…

Development of professional competencies is a key outcome of undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working with young children were examined among 1300 undergraduate students at 12 universities. Students completed a series of online questionnaires indicating their knowledge, beliefs, and…

Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional…

Teaching practice is a critical component in teacher education, and better understanding of how pre-service teachers experience and interpret the feedback received in this setting is needed to understand teacher development in initial teacher education. Arguably, the mindset theory can help explain pre-service teachers' responses to and reception…

While much research has explored the quality of traditional teacher evaluations, little is known about the quality of ratings in preservice teacher evaluations. This paper presents a case study of Many-facet Rasch measurement (MFR, Linacre, 1989) to explore potential rater effects influencing the quality of supervisor ratings in educator…

Although the role of emotions in preservice teacher agency in innovation is well acknowledged, little is known about how emotions relate to their epistemic agency. This study explores the link between preservice teachers' emotional experiences and their epistemic agency during the practicum, using Vygotskyan notions of perezhivanie and a…

This article explores the construction of teachers' professional identity through analysis of subjective learning experiences. In order to report on the progress of our work, we present a discourse analysis of three experiences considered to be of particular relevance by a final-year pedagogy student. The analysis yielded four important…

This paper uses a qualitative approach and analysis inspired by Grounded Theory to address the conditions for generative reflection based on the social representations of tutors and students in initial teacher training. The findings reveal high regard for reflection among both sets of actors. There is also evidence of the predominantly guiding…

The process of learning and teaching involves the organization of the interaction among teachers, students, and content. The focus of this study was to enable the student teachers' experience of deliberate practice to improve their organization of specific content and develop practice skills in classroom environments. This study, which adopted a…

With increasing attention being paid to teacher education, various theoretical perspectives have been adopted to study on how pre-service teachers learn to teach. This study employed complexity theory as conceptual framework and examined two pre-service EFL teachers' practicum experiences by qualitative case study and identified three core…

Background: Novice coaches receive little attention in the literature as many studies choose to focus on experienced and elite level coaches. Those involved in the development of coaches have a responsibility to understand how novice coaches are navigating their initial coaching experiences within higher education programs. Purpose: The purpose of…