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.…

Teachers' beliefs can be seen as psychological seeds planted in teachers' minds. Teachers' beliefs about effective inquiry-based teaching impact their intentions, instructional designs, and actions required for inquiry-based lessons. This paper discusses how to help Thai preservice science teachers who engaged in their student-teaching practicum…

The Teaching Practice course taught in Education Faculties gives preservice teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science…

Over the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programmes offering learning experiences that model and encourage reflective practice. This qualitative instrumental case study research explored the usefulness, benefits,…

This article analyzes the "cuir" identity of an EFL student-teacher within the context of his pedagogical practicum. We adopt the term "cuir" as an analytical category to explore how notions of teacher identity and language pedagogy are mutually constructed. The paper challenges the traditional language pedagogy paradigm and…

Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Identity is a multifaceted construct and for prospective elementary teachers there are many possible sources for learning about what it means to be a teacher and these sources may tell…

I investigated U.S. elementary teacher candidates' global perspectives before and after completing a student teaching experience in the People's Republic of China (PRC). The samples, four elementary teacher candidates (TCs), purposely selected for the present study, completed student teaching in a Primary School in Xian, PRC, because they all come…

This study examines how a cohort of 32 Chinese student teachers experience a 3-week Intensive Study Abroad Programme in Canada, which focused on facilitating understanding of teaching and learning from an international perspective. Research findings underscore the effectiveness of a context responsive approach to cross-cultural teaching and…

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…

Teacher education is a symbolic entry point into the teaching profession and the identification of specific teacher education aspects that enhance commitment to teaching is important. A thematic literature review was carried out to identify these themes within teacher education. The review included 22 peer-reviewed articles. Eleven themes were…

The present study aims at engaging ELT student teachers in reflective teaching practice through the use of reflective diary during their school internship and finding out their perceptions about this reflective teaching practice that they were engaged in. The data were collected through the qualitative research instrument. After the student…

This case study addressed effects of international student teaching on U.S. teacher candidates' cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were…

Due to the lack of qualified agricultural education teachers needed to fill yearly vacancies on the secondary school level, educators at Texas Tech University conducted a longitudinal study concerning how student teachers spend their time during their student teaching experience in an attempt to identify if this time spent has an impact on the…

Field placement allows pre-service teachers (PSTs) to gain experience teaching culturally and linguistically diverse students. However, little is known about how PSTs engage with multilingualism during field placement. This article investigates how PSTs capitalise on their own as well as their students' linguistic repertoires during field…

Stemming from a problem of practice in the author's justice-oriented social foundations course, this article investigates the relationship between pre-service teachers learning critical conceptual tools about justice and equity, and the 'problem of enactment' of leveraging that learning in their practice. Drawing on a theoretical framework linking…