Informed by a conceptual framework on boundary crossing, this qualitative case study explored how a student teacher engaged in professional learning through recursive boundary crossing between her field school and the university programme in a U.S. context. The findings revealed the power of boundary crossing as a cyclical, intense, and…

Despite a surge of research interest in pre-service teachers' identities over the past years, scant attention has been paid to the "process" of their identity construction during their teaching practicum. Adopting a qualitative case study approach, this study seeks to fill this gap by examining the identity construction experiences of…

The concept of professional agency has recently been predominating in the field of teacher education. Despite this considerable attention given to exploring professional agency embedded in different contexts, there is still scarcity in research on teacher trainees' agentic roles. To this end, this study focuses on exploring the impact of practicum…

The student teaching experience has been considered important in establishing pre-service teachers' beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration--especially pre-service teachers' pedagogical…

This article presents Malaysian student teachers' reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in…

In teacher identity research, limited attention has been paid to how pre-service teachers constructed their identities by negotiating with different emotions in their practice. To fill this gap, the present study, drawing upon the approach of narrative inquiry, explores how a student-teacher--Ming--negotiated and navigated conflicting emotions in…

Nathalie's experience of becoming a teacher demonstrates how a counter-narrative contributes to negotiating dominant discourses that propagate stories of uniformity and reinforce the status quo within the teaching profession. By offering an alternate perspective of teacher culture as a liminal space, uncertainty symbolizes Nathalie's transition to…

This paper reports on a comparison of two research approaches of the study of the reflective practice in two different modes of tele-guidance of the school practicum. The results of two studies were contrasted encouraging the dialogue between researchers coming from different research paradigms. Although the researchers in the two studies shared…