This publication addresses a gap in high-quality, quantitative studies on teacher resilience within the less-researched context of the Global South. Specifically, it examines the self-efficacy and teacher efficacy of three cohorts of final-year pre-service teachers in South Africa (N = 1,193). This article aimed to contribute evidence on teacher…

Many institutes for initial teacher education struggle to organise effective performance feedback within the context of student teaching practicum. As the cooperating teachers who provide this feedback bring their individualised ontologies, feedback practices have been characterised by inconsistencies in the amount and quality of performance…

Early career teacher retention and progression are complex issues which inform discourse about and review of pre-service teacher preparation. Debate about how to best connect pre-service teachers' theoretical learning about teaching to practical application and reflection within the classroom (praxis) is ever-present within this dialogue. Extended…

Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long…

In many teacher education programs, curricula are comprised of fragmented courses within an academic discipline. This longitudinal study followed one cohort of teacher trainees in a fasttrack B.Ed. program in Israel and explored an integrative approach to intradisciplinary courses. These courses were organized around significant themes and issues.…

In a rapidly changing global environment, Initial Teacher Educators (ITE) have a responsibility to role-model contemporary teaching approaches, which develop graduates who think creatively and flexibly in educational workplaces. An important aspect of this work is supporting pre-service teachers (PSTs) to understand how to design assessments which…

Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and 'impact' through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse 'impact' in teaching, requires a nuanced understanding of what 'impact' is and how it manifests in varied…

Many quality assurance policies for teacher education are linked to the assessment of their training and although this is widely studied, the subjects' perspectives have not been taken into consideration. This study sought to answer: how do the subjects perceive these education assessments and how do those assessments influence their training? A…

In this study, academic freedom in teacher education is related to preservice teachers' possibilities to develop critical and autonomous thinking in teaching practice. Self-awareness and self-confidence provide certainty to deal with the uncertain situation in teaching where creativity and judgment must be given priority over an instrumental…

Self-determination theory (SDT) suggests that people strive to fulfill three basic needs of competence, autonomy, and relatedness. In teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing of preservice teachers and their students. Teacher education programs for special education…

Out-of-field teaching occurs in schools and education systems worldwide. Early career teachers are more likely to be required to teach out-of-field and also to experience adverse effects from this experience, potentially contributing to workforce issues and teacher attrition. This mixed data Australian study reports on the perceptions of…

In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative…

Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this…

A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development…

Recognition of the inherent value of the Creative Arts in society seldom extends beyond rhetoric to meaningful action. The powerful ways the Creative Arts are positioned within curriculum documents, for example, stand in contrast to entrenched problems such as poor teacher attitudes, disengaging teaching practices and low status. Initial Teacher…