Benefits of teachers' autoethnographies are well-documented in current research. This study adds to the research literature by directly analyzing how the insights gained through writing autoethnographic essays may impact second language (L2) teachers' classrooms. To collect the data, the study incorporated autoethnographic essays into a graduate…

Background: During initial teacher education, reflective thinking can have a key role to play in preparing pre-service teachers for professional practice. Therefore, the approaches taken to assist reflection are important to optimise learning from classroom experiences. Purpose: This case study from Finland sought to examine the development of…

Second career preservice teachers' perceptions about the out-of-field teaching phenomenon might influence career decisions, such as retention and attrition. A target group of 133 second career graduating Master of Teaching students voluntarily participated in this mixed method study which offered findings through analysed open and Likert-scale…

This paper explores factors that contribute to increased self-efficacy in preservice teachers as they practise teaching mathematics in a primary classroom. Thirteen preservice teachers completing a Master of Primary Teaching contributed to the research, four of whom became the focus of intense examination during two professional practices…

Very few professional areas in Australia attract as much political, media and community attention as teaching, and by association, few areas of professional training attract as much attention as initial teacher education. Recently, the Next Steps: Report of the Quality Teacher Education Review (Department of Education, Skills and Employment, 2022)…

Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers' perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) - particularly those who have not experienced student-centered pedagogies --…

Measurement of pre-service teacher dispositions is an important part of teacher preparation programs. A strong correlation exists between dispositions of teachers and the quality of their students' learning. Teachers, in addition to sharing content knowledge, are responsible for demonstrating and sharing core values relating to virtues such as…

This article reports on an investigation of pre-service teachers' views on creating digital storybooks for use in early childhood classrooms, and how this activity helped them develop technological, pedagogical and content knowledge for teaching literacy. Cohorts of Master of Teaching PSTs (n = 67) participated in the study over five years. This…

Grounded in the frameworks of action research, Critical Friends Groups (CFGs), and reflective practice, this article presents an overarching action research study connected by individual action research studies to explore what a cohort of preservice elementary Master of Arts in Teaching (MAT) candidates learned from the process of teacher action…

In recent years, Australian schools have become increasingly multilingual, with students needing targeted support to develop academic English, yet also bringing rich linguistic and cultural resources to the classroom. Policymakers have recognised the critical role of identifying and describing the language and literacy demands in all disciplines,…

The literature on culturally responsive pedagogy suggests an interaction between teachers' biases and subsequent encounters with students. To gain perspective on these (un)conscious biases, teacher candidates are encouraged to (re)consider their assumptions about "the other" through reflection. This article presents findings from a study…

Assessment literacy entails understanding and proper use of assessments based on knowledge of theoretical and philosophical foundations of the measurement of students' learning (Volante & Fazio, 2007). It includes knowledge of formative and summative assessment, classroom and large-scale assessment, key psychometric concepts (Deluca &…

Thirty years ago, Schön (1983) described practitioner reflection as a process of framing and reframing problems, creating reflective conversations with oneself and with others, taking actions to change one's practice, and evaluating the consequences of those changes. Teacher educators teach and model reflection on teaching practices, and observe a…

Teacher-education programs are under increasing pressure to demonstrate the effectiveness of their graduates at a time in which many states have adopted a new generation of formal teacher-evaluation systems. Despite the current emphasis on the evaluation of teacher proficiency, the opportunity to reflect upon practice remains a vital aspect of…

This article has two aims: (a) to offer a new model for a teacher preparation course that features reflection and teaching as integral, inseparable actions and (b) to provide empirical evidence from an exploratory ethnography to demonstrate teacher development possibilities with this model. The model, termed "Transformative Reflection,"…