In "Core Practices in Teacher Education," Pam Grossman and Urban Fraefel bring together international voices in a global showcase of practice-based approaches to teacher education. This generous volume presents the work of teacher educators and researchers from Australia, Germany, the Netherlands, Norway, and Switzerland, among others,…

Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact when K-12 students are present. This gap in the literature is significant because research suggests that without intentional mediation, novices often…

Each year the expectation of teachers by many politicians, educational administrators, and the media is to raise the academic performance of students. This is a reasonable expectation since teachers have the most consistent contact with students and control over the learning environment and its components. Standardized tests, the teacher's report…

Extensive literature discusses mentoring in teacher education as a means to advance its professionalization. This study explored mentoring from the perspectives of student teachers, teacher educators, and school mentors. It analyzed four case studies conducted in two teacher-education colleges in Cambodia through observation and listening to…

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…

Teacher self-efficacy (TSE) is among the most-studied constructs in teacher education and resists change after the early stages of development, particularly during professional experience. This study investigates the sources of early-career TSE longitudinally, which few previous studies have done. Two phases of one-on-one interviews were completed…

The purpose of this research study was to uncover any patterns of experiences provided in teacher preparation programs that pre-service elementary teachers perceive as helpful in boosting confidence before student teaching. There is a lack of experiences known to improve teaching self-efficacy, or the belief in oneself to perform a learned skill…

This article presents an approach to teacher education that combines case-based pedagogy, action research, and communities of practice, which ultimately conceptualizes preservice teachers (PSTs) as problem solvers. Eleven PSTs conducted research and authored reports during their student teaching experiences in a large, metropolitan school…

A growing trend in primary schools in recent times has been to outsource Physical Education (PE) to external sport and activity providers. The impact of this has not yet been examined on new teachers entering the profession. Drawing upon Critical Theory, this paper aims to explore and understand pre-service teachers' (PSTs) school-based experience…

Student teachers' experiences during their internship are crucial in their development as a teacher. In agricultural teacher education programs, it is common for student teachers to record where their time is allocated each week on categorized timesheets. The purpose of this study was to examine the preservice teachers' performance over the…

Worldwide, male teachers in the Foundation Phase (FP) are a rarity, given the perception that the teaching of younger children is more suited to females than to males. Little research has been conducted in South Africa on the factors that influence men to become Foundation Phase teachers. This study investigated the motives of male student…

Teacher preparation programs are increasingly expected to use data on pre-service teacher (PST) skills to drive program improvement and provide targeted supports. Observational ratings are especially vital, but also prone to measurement issues. Scores may be influenced by factors unrelated to PSTs' instructional skills, including rater standards…

The need for teachers who are thoughtful and attentive to issues of social justice is more apparent now than ever before. Teacher education can and should be tasked with preparing teachers to serve a student population that is becoming more diverse over time. As teacher educators who function within both the university coursework and student…

Clinical practice within teacher residencies offers contextually based experiences that are influential in the development of professional teacher identities. Additionally, the stories told by teacher candidates about these experiences are instrumental to this development as narratives and identity are intertwined (Clandinin & Connelly, 2000).…

Globally, K-12 schools are embracing practices of social and emotional learning (SEL) to address students' interactional and emotional needs and to create a safe and nurturing environment for their learning. As a curricular program and approach to pedagogy, SEL instruction socializes learners into specific social and cultural ways of naming,…