A primary goal of teacher education programs is to equip teacher candidates with the necessary skills to navigate the social and cultural realities and complexities of the classroom while seamlessly integrating theory and practice. As our classrooms become more socially, economically, and culturally diverse it is important for teachers to evolve…

The purpose of this study was to explore the co-construction of an action research (AR) experience between a teacher educator and pre-service teachers (PSTs). Participants were six PSTs and a teacher educator who supervised their school placement. The teacher educator introduced the PSTs to, and facilitated them through, the AR process while…

This study investigated the ability of a redesigned teacher preparation program to effectively meet the needs of teacher candidates and partner school districts. The study examined the effects of the redesigned school of education program on perceptions of teacher candidates, administrators, teachers in partner districts, and faculty members.…

In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team…

This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary…

The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers,…

This article describes an English language arts teacher preparation perspective that considers middle school students as part of the teacher educator team. Based on a recognized gap in the literature about students as powerful partners, the authors undertook a 3-year study to explore the question, "What do preservice middle school teachers…

The Teaching Teachers for the Future (TTF) project engaged teacher educators from all Australian institutions in a professional learning network that provided targeted professional development and fostered collaboration within and between teacher education institutions and relevant teacher education partners to build capacity within each…

Over the last decade in Australia, the role of the teacher has changed. Teachers are now expected to model and foster in their students a wide range of skills such as critical thinking, self-regulated learning, knowledge of self and others and lifelong learning. These changes are having a significant impact on the design of pre-service teacher…

University-based teacher-education programmes in the USA confront mounting pressure to demonstrate that graduates will have a significant and positive impact on student achievement. Such pressure has forced teacher educators to wrestle with the question of what constitutes compelling evidence that teacher candidates will indeed have such an…

As pre-service instructors, we turned to longitudinal study of our graduates as a primary means of finding out how our courses could better prepare student teachers for the challenging early years of teaching. In addition, we used other self-study methods, notably regular feedback from student teachers during the program. The study of 22 graduates…

This article presents findings from a qualitative study exploring how Israeli teacher educators prepare candidates to address multicultural issues. Background is presented regarding multicultural education in Israel along with a discussion concerning Israel's unique diversity-related challenges. Findings explore multicultural practices that are…

This paper reports on a study of the experiences of teacher educators in the introduction and development of e-portfolios over an eight-year period from 2002 to 2009 at a Swedish university. The study was conducted with 67 teacher educators in order to investigate how e-portfolios have been discussed, designed, used and disseminated during this…

Institutional politics and diversity of ideological positions create challenges for teaching staff with polarised beliefs about inclusive education. This paper provides a methodological justification for a longitudinal study of the experience of developing an integrated "inclusive education" curriculum in one initial teacher education…

With the proliferation of alternative route (AR) special education teacher preparation programs, many teacher educators are likely to be involved in AR program design and implementation. Unfortunately, few resources have focused on best practices for program developers to prepare the nontraditional participants who typically populate their…