Background/purpose: The European Union's approach to teacher mentoring emphasizes three primary dimensions: professional, institutional, and personal support. Personal support (PS) is deemed crucial for teacher candidates and newly qualified teachers. Although various elements have been identified, a comprehensive model of PS is lacking. This…

Purpose: This paper presents the results of empirical research on the effects of teaching practice on student teachers' teaching competence and psycho-emotional development using the "most significant change" narrative investigative technique. Design/methodology/approach: Following a qualitative research approach, the study was conducted…

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic…

In activities usually referred to as "reflections" or "journaling," students in the process of learning to teach are frequently asked to reinhabit the memories of past educational experiences, whether from the vantage point of themselves as younger students or as student teachers. The idea here is that such contemplation will…

The performance of pre-service teachers (PSTs) is generally assessed during practicum by supervising teachers or observers who may provide subjectively different evaluations known to lack reliability and validity. This article examines a way to shift the evaluative emphasis to use of affective-reflective skills through use of a protocol that also…

Taking both personal and collaborative perspectives, the present study aims to sketch out emotion-bearing incidents during the practicum process over an extended period. Keeping in mind the significance of emotions in language learning and teaching, the present study aims, in particular, to see what emotions preservice EFL teachers (PSTs)…

Many teacher education models involve reflecting on teaching practice for the sake of improving it. Such reflection must be carefully structured to help practitioners identify and act upon significant opportunities for improvement (SOIs). Learning from SOIs requires the cognitive activities of noticing students' mathematical thinking and its…

Pre-service teachers' reflection is a common professional practice in the context of teacher education. The integration of blogs as reflective journals in teacher education may contribute to bridging practical field know-how with the academic knowledge base. In particular, the blog may serve as a virtual space for a community of practice where all…

This article addresses how thinking alongside the notion of Deleuze and Guattari's use of the term "desire" may frame learning as a transformative process of becoming. This article discusses a project that engaged a cohort of preservice students in a reflection on desire paths. Artmaking within these improvised sites asked the cohort to…

Research suggests that preservice teachers enter teacher education with predominantly negative dispositions towards mathematics. We present a case study of an approach to supporting the development of positive mathematics teaching identities among students in a middle-level math methods course. Our findings suggest that engaging in narrative…

Teacher education courses on multicultural education, social justice, and international cross-cultural experiences have been used to increase pre-service teachers' (PST) cross-cultural skills and awareness. Critical researchers have shown that without intentional facilitation and program design, PSTs hold onto (if not become more entrenched in)…

This paper details a critical ethnography I conducted in my own classroom--an undergraduate children's literature course for pre-service elementary educators--in which I analyze white students' emotional responses to multicultural children's literature through the lens of a cultural politics of emotion (Ahmed, 2015; Zembylas, 2008). In my paper I…

The assumption behind the use of peer feedback in disciplinary courses in teachers' colleges is that it can help pre-service teachers to learn, to develop reflective skills, and to train professional skills pertaining to assessment situations or to peer collaboration. In fact, as the authors show in a review of the literature on the topic, there…

Purpose: The purpose of this paper is to propose the use of a virtual reality (VR)-based approach to improve teacher education and life-long professional development. Through constant training in real-life based situations but within a safe three-dimensional virtual school environment, teachers are given the opportunity to experience and learn how…

The authors consider STEM and STEAM education initiatives as forms of integrated teaching and learning. With evidence from education research and the neurosciences, a case is made for the inherent connections between emotion and learning as essential to STEAM pedagogy. In this article, the authors' "ArtScience" integration project for…