This study explored the impact of an extended explicit-reflective instruction through a triple blended learning environment (triple-BLE) on pre-service science teachers' (PSTs) views of the nature of science (NOS). The triple-BLE included face-to-face (F2F), online, and out-of-school time (OST) engagement over two semesters. The study employed a…

This study aims to uncover the prompts most frequently repeated by pre-service teachers when using the Copilot technique, as well as their reflections on its use in preparing and planning science lessons for fourth graders. The qualitative research methodology with an exploratory case-study design was conducted on a purposeful sample of 20…

This article presents findings from qualitative research on school exclusion. The study was conducted in a Pupil Referral Unit (PRU), part of alternative education provision, in England. Mixed methods used included ethnographic approaches, drama-based group work, focus group discussions and interviews. Research participants were teenage boys (age…

This study, conducted within a Finnish teacher education program, examined student teachers' perceptions of their skills development in a study group intervention designed to enhance their teacher leadership. Data were collected via semi-structured focus group interviews with the student teachers (n = 15) and examined using qualitative content…

This study presents the role of pre-service teacher training in developing Technological Pedagogical Content Knowledge (TPACK) levels. The study had two main objectives. The first was to analyze the role of pre-service teacher training in enhancing teachers' TPACK levels, and the second was to compare the two training routes (traditional and…

Teacher preparation programs are being called to comprehensively engage preservice teachers (PSTs) in expansive learning about equity issues beyond one "diversity" course or superficial approach. Our interdisciplinary faculty collaborative within a Midwestern predominantly-white institution met this call by implementing a Critical Social…

This research explores pre-service teachers' perceptions and experiences during their online practicum, using the Technological Pedagogical Content Knowledge (TPACK) framework. This qualitative study analyzed pre-service teachers' reflections on their online practicum. Initially, content analysis categorized their reflections based on TPACK…

In a prior investigation I focused on the cooperating teacher's perspective during mentoring dialogues, reflecting on their role as a mentor (Munroe, 2021). Other researchers have focused on what the student teacher learns from the conversation, but not specifically on teacher identity development (Fernandez & Erbilgin, 2009; Tsui et al.,…

Teacher shortages are a global issue. England chose to address this by offering financial incentives (in the form of bursaries and scholarships) to postgraduates in shortage subjects. The impact of these incentives, however, on those training in non-shortage areas remains unclear. A survey of 439 trainee teachers in England (2019-2020) revealed…

This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to…

Student teachers who are unclear about their performance expectations may be driven toward perfectionism. This possibility is discussed as an over-compensation strategy to manage uncertainty and a perceived lack of clarity regarding student teachers' roles in the classroom. In this case study, I examined perfectionism and stress among six female…

There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is…

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…

This article reports research evidence of the enhancement of student teachers' epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön's conceptualisation of the education of the reflective practitioner, articulated with concepts such as…

Supporting pre-service teachers to develop equity-oriented beliefs and practices is often a goal of teacher preparation. However, there is a need for greater understanding of how the development of content-specific equity-oriented beliefs and practices may be supported or hindered during student teaching experiences. This study aims to explore the…