This article problematized and reconceptualized the theory-practice dichotomy in initial teacher preparation. Using pre- and post- student teaching interview data from a larger qualitative study that investigated pre-service teachers' learning, I analyzed pre-service teachers' conceptualizations of their learning about teaching and learning.…

Teaching practice in remote areas is beneficial for pre-service teachers' professional development. The geographical structure and society in remote areas provide unique experiences. This study focuses on how teaching practice in remote areas opens up opportunities for transformative learning. Forty-one pre-service primary teachers from three…

In the fall of 2020, two teacher educators conducted a qualitative study to better understand how 14 female undergraduate, early childhood education teacher candidates completing student teaching at a large public university in a Midwestern state, navigated student teaching during a global pandemic. Analyzing data from transcripts of regularly…

Globally, K-12 schools are embracing practices of social and emotional learning (SEL) to address students' interactional and emotional needs and to create a safe and nurturing environment for their learning. As a curricular program and approach to pedagogy, SEL instruction socializes learners into specific social and cultural ways of naming,…

Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly apprehensive about and unconfident in their ability to teach music, confirming previous research. Using narrative inquiry, we explore the stories of both…

A quasi-experimental mixed-methods study was conducted to evaluate the effectiveness of an equity intervention on teacher candidates' abilities to articulate equity-based beliefs, and demonstrate and apply equity-based skills and knowledge. Three pre/post instruments were utilized. Treatment participants (N = 35) were exposed to curricular…

It is the responsibility of educator preparation programs (EPPs) to develop well-rounded teachers who are capable of integrating technology into their instruction. Most EPPs include instruction in pedagogy, content, and technology as well as a formal field experience; however, there is a gap between the theory learned in courses and application of…

Teaching is a challenging profession, let alone the additional hurdles placed on educators to overcome systemic barriers to close opportunity gaps and fill in missing education from the COVID-19 pandemic years. Teacher preparation programs are therefore tasked with upskilling future teachers with not only content knowledge and pedagogy, but also…

The goal of this study was to explore the influencing factors of pre-service science teachers' pedagogical content knowledge (PCK) for targeted aspects of nature of science (NOS) and nature of scientific inquiry (NOSI) in a 13-month teacher development program, through multiple data sources. The program included a research experience, a course on…

The study assessed the teaching competence of the secondary pre-service science teachers in terms of teaching knowledge, teaching skills, and attitude. The study made use of quantitative research approach (descriptive comparative research design). The validated instruments (Scale) was distributed to the respondents (n=45; Secondary Pre-service…

We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long intervention. In the intervention, preservice teachers learned about CT concepts through an hour-long lecture in their methods class, practiced a computing-integration activity…

We present the case of Michael, a prospective high school biology teacher, to explore the implications of teacher resistance and avoidance to the topic of evolution. This case is drawn from a year-long qualitative research study that examined Michael's process of learning to teach high school biology and describes how his avoidance of evolution in…

Background: In South Africa socio-economic problems such as poor health conditions, juvenile delinquency, high rates of school dropout and teenage pregnancy are increasing. Therefore, it is vital to prepare foundation phase (FP) pre-service teachers to fortify children with basic life skills (LS) that will help them to cope with real-world…

Background: Though policy makers are beginning to hold schools accountable for reducing chronic absenteeism, little attention has been paid to the role of teachers. No known study has examined whether rising cohorts of new teachers feel prepared to address this challenge. This is particularly problematic given that teachers with less experience…

This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field…