This article analyses how themes and problematisations concerning social justice presented in a pre-service English language teacher education programme in São Paulo, Brazil, resonate in student teachers' knowledge production processes. To do so, the case study is presented in two parts. The first one examines the theoretical foundations and the…

This study investigates the identity development of prospective teachers (PTs) in a mathematics methods course informed by equitable mathematics teaching practices. The experiences and interpretations expressed by PTs are examined through their reflections during the course. Narrative analysis of PTs' foregrounds provides a comprehensive picture…

To disclose the inner process of teacher educators' dealing with their different roles and their coping with conflicting demands, the study of dilemmas encountered in practice may offer a promising perspective. Building on previous research on teaching dilemmas, this study uses a comparative approach to disclose teacher educators' views on…

An integrated mathematics and science methods course was designed to focus on the knowledge, skills, and beliefs of teacher candidates. Teacher candidates were involved in experiences that would prompt them to consider the influence of their experiences on their beliefs, the influence of their beliefs on their instructional decisions and the…

This paper draws on data collected in a one-year research project focusing on elucidating theory/practice relations in learning to teach. As a teacher educator I grapple with the nature and role of teaching methodology. The notion of method, with its implied order and certainty, is confronted alongside prospective teachers throughout their…