This study reports on changes in student teachers' meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly,…

This study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as…

This study reports on the development of second-year student teachers' knowledge of research, and the changes in their beliefs and attitude regarding research during an introductory course at an institute for primary teacher education. Questionnaires and concept maps were administered before and after the course. The results showed that student…

This study reports on how student teachers' workplace experiences were transformed into learning experiences. In total, 26 stories from 10 student teachers were collected by means of digital logs and in-depth interviews and unraveled using a new technique of reconstructing stories into webs. In these webs, the factors that played a role in student…

This study focuses on 20 mentoring pairs in an Israeli teacher training program in order to determine in which ways matched and mismatched expectations of the role of the cooperating teacher between student teachers and cooperating teachers contribute to different opportunities for learning to teach. Perceptions of learning reported in student…

This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching…

This article reports on a research project that studied the nature of reflection in the portfolios of student teachers: 39 learning portfolios were analysed. Current theories on reflection offered little on which to base a system of categories for analysing the content of the portfolios. Theory on learning activities was used. We found that the…

Student teachers and teacher educators view the practicum experience as the most significant aspect of learning to teach. Student teachers regard the relationship with their cooperating teachers as the most important part of the fieldwork experience. However, what student teachers learn about teaching practice from their cooperating teachers…

In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences of working on a portfolio. Seven functions of the…

This study focuses on similarities and differences in expectations of cooperating teachers and student teachers in the initial stage of the mentor relationship in the context of an Israeli practicum program for pre-service student teachers. These expectations, particularly when they conflict, can serve as major obstacles to the formation of…