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…

The purpose of this study was to engage veteran mentor teachers in a professional development experience through the use of stimulated video recall (SVR) sessions to explore and enhance mentor teacher learning processes and outcomes during a student teaching practicum in an elementary school context. The concept of "mentors as learners"…

Successful teaching requires that student teachers acquire a conceptual understanding of teaching practices. A promising way to promote such a conceptual understanding is to provide student teachers with examples. We conducted a 3 (between-subjects factor "example format": reading, generation, classification) x 4 (within-subjects factor…

Agency has been used as a lens to focus on how educators learn through pedagogical risk-taking, advocacy for curricular reform, and resisting policies that are not focused on the needs of students. We explored the role of agency as 65 preservice science teachers created learning opportunities for themselves during their clinical placements.…

Purpose: This paper aims to explore the perceptions of preservice teachers regarding their learning during the teaching practicum (TP) period in the context of the pandemic. Specifically, the objectives of this study are to analyze the difficulties and the learning consequences perceived by student teachers and also to identify proposals with…

Prior research has established preservice literacy teachers' beliefs about teaching and learning are often misguided and/or overly-simplistic, yet limited work has examined in what ways their in-the-moment teaching decisions align or misalign with what they believe. This qualitative study used deductive analysis methods to: (1) Identify three…

Education for Sustainable Development (ESD) is a complex and multifaceted subject, including many aspects, environmental, societal, and financial. It is not a set of knowledge, which can be learned, because it is an evolving subject and in addition solutions that are successfully applied at specific locations might fail elsewhere. ESD should make…

For nearly 40 years the quality and value of the contribution of universities to initial teacher education has been brought into question. This is particularly so in England where the ongoing 'discourse of derision' has resulted in universities no longer being seen as necessary partners in the process. More recently, similar challenges have taken…

This dissertation is a single-case study and employs a poststructural approach to discourse analysis to investigate how language ideologies of a world language (WL) preservice teacher develop. Prominent discourses about language teaching and learning in U.S. K-12 schools support monolingual ideologies (e.g., Rivers & Robinson, 2012). While…

Although teacher beliefs are well-researched in the second language teacher education field, most studies used survey methods to identify teachers' beliefs rather than examining the relationship between beliefs and instructional practice. Recently, research on second language teaching placement has focused on how the realities of the placement…

Shouldn't teachers learn how children think during their training? In this essay, the author considers why they don't and what we might do about it. Many U.S. teachers report that their education is overly theoretical and not of great utility. It's clear that they are required to learn some basic principles of psychology as part of that education,…

Teacher preparation programs in the US have addressed complex teaching practices, like mathematical discourse, by engaging preservice teachers in the practice of teaching. This qualitative study reports on the nature of conferences about the discourse between an elementary education preservice-inservice pair participating in a model that…

Setting tasks plays a key role in geography lessons, as they enable students to engage with the subject content, guide lessons towards predefined learning outcomes, and are therefore important for assessment. At the same time, the use of tasks is complex as numerous aspects regarding the content and the students have to be taken into account.…

This article draws from the authors' inquiry into their experiences in an intergenerational research project--an afterschool youth participatory action research seminar in which youth, preservice teachers, scholars, and teaching artists collaborate on action research. Building on a semester-long examination of the second author's experiences in…

This paper explores Megan's -- a preservice teacher's -- learning around teaching literacy while enrolled in a social justice-oriented teacher education program and student teaching in poverty-impacted schools. Megan had fewer opportunities to teach literacy in university-promoted ways when student teaching with an attentive cooperating teacher…