The narrative permeating higher education institutions globally is the intention to advance the quality of preservice mathematics teachers to gain better performance than mathematics school learners. In this article we report on a qualitative case study which explored the pedagogical content knowledge (PCK) of preservice teachers (PST) (n = 20) at…

As an important variable in critical thinking instruction, teacher cognition has been emphasized in recent years, but there is relatively insufficient understanding of how Chinese pre-service teachers perceive the cultivation of critical thinking in teaching English as a foreign language (TEFL). From the perspective of Vygotsky's sociocultural…

This study investigated mainstream preservice teachers' views on working with ELLs and factors affecting their views. Grounded in sociocultural theory, we develop the following three research questions: What are content teachers' understanding of working with ELLs and ESL teachers? In what ways, do content teachers plan to work with ELLs and ESL…

Misconceptions, stereotypes, and deficit views of Mexican immigrants are pervasive in the current U.S. media. Such views are inconsistent with culturally responsive pedagogy, and teachers who hold them will be impeded in their abilities to teach Mexican immigrant children effectively (Nathenson-Mejia & Escamilla, 2003). Research supports the…

The present study investigated if an elementary education program at a Midwestern university addressed teacher candidates' misconceptions of second language acquisition. Participants were 59 teacher candidates who enrolled at the first semester and 27 teacher candidates who enrolled at the last semester of the elementary education program. The…

Study abroad has become an important component of many teacher education programs. Through the lens of culturally relevant pedagogy, critical thinking, and educational freedom, this qualitative case study focuses on understanding Hong Kong teachers' perceptions about United States culture and education. Data were collected through in-depth,…

In this conceptual article, I use five questions that were posed in 1936 about immigration and the education of immigrant children as a lens to examine contemporary perspectives on immigration and the education of immigrant children. Dispelling myths about immigrant students and English learners has been a consistent concern in our country. These…

In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners' current skills. This requires the ability to predict the child's possible responses to…

This article argues that teacher-education programs often promote surface conceptions of inclusivity that limit preservice teachers' ability to understand and build upon the lived experiences of culturally and linguistically diverse youth. Conventional wisdom implies that teachers of color are native informants of these lived experiences; however,…

This paper describes a two-week cross-cultural immersion experience in the United States for preservice teachers attending a small liberal arts college in the Southeast. This immersion occurs early in their teacher training and is designed to positively affect preservice teachers' attitudes toward Latino students who do not speak English well. As…