Preservice teachers often find it difficult to apply professional knowledge to their teaching practice. The ability to connect professional knowledge with one aspect of practice -- lesson planning -- was assessed with the Lesson Analysis and Plan Template in (N = 18) preservice teachers after one year of teacher preparation. Lesson plans were…

This study is focused on a collaboratively designed clinical experience that leverages peer coteaching alongside the pedagogies of practice framework to create Third Spaces for teacher candidates (TCs) as they implement reading lessons with elementary students. Using TC reflections, exam scores, and lesson plans, this quasi-experimental…

In this article we present five trends that are impacting physical education teacher education (PETE). The trends are (a) practice-based teacher education that refines the knowledge base for teacher education, (b) core teaching practices that define the critical teaching practices for successful lifelong teaching, (c) pedagogies of practice that…

The ability to reason about observed classroom situations constitutes an essential aspect of teachers' professional vision and is seen as a key element of initial teacher education. The three aspects of the ability are as follows: to describe, explain, and predict classroom situations. Research has shown that field experiences, the acquisition of…

In early childhood teacher education programs, the reality of educational systems must be understood and teacher candidates must be ready to deal with the current challenges schools face. The rationale and application of the principles of practice based teacher education are presented in this article. Practice-based teacher education programs…

To date, there is a paucity of research on graduate students' learning experiences in teacher education, and we also know little about what support they might need in their learning to become teacher educators. In order to fill this gap, this study draws on three graduate students' experiences, to explore how a PhD programme in a university in…

This paper discusses the effects of the use of service learning in pre-service teachers (PSTs). This methodology has been applied for two academic years at a Spanish university, providing a direct service for children with special educational needs (SEN) through motor and expressive games. We used Butin's model for the analysis of data collected…

Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed…

This study investigates the effectiveness of an elective course titled, "Microteaching in Teacher Education" (MiTEc) which is offered to the 3rd and 4th year pre-service science teachers. This course aims to provide pre-service teachers with meaningful experiences and prepare them for real-classroom settings. During the study,…

Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, teacher educators cannot teach what they do not know; but what "should" they know, and should they be prepared? This study of 293 teacher…

The authors are conducting studies to determine what knowledge world history teachers need and how they can use it to plan instruction. In this article, they report on a small but in-depth study designed to examine how four pre-service and six in-service world history teachers think about, organize, and make meaning of separate world historical…

In this article, we describe a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discuss pedagogy of supervision from university supervisors' perspectives. The aim of the study was to clarify the role of university supervisors and try out a collegial…

The specialist knowledge and skills of science teachers is far too easily overlooked and undervalued, due, in part, to the tacit nature of the knowledge that underpins expert science teachers' practice. For science teachers to better recognize, describe, and share their professional knowledge there is a need to develop new and meaningful ways…

This study examines the theory-and-practice connection model in mentor preparation in the context of two mentor preparation programmes in Hong Kong. The 30- and the 60-hour mentoring support development (MSD) programmes share a common conceptualization of mentoring--with the improvement of teaching and learning as the core of mentoring--yet they…

This publication reports on a study exploring how prospective English teachers view literature and how they think literature is taught and learned. The study is based on an extensive interview protocol, the "Understanding Literature for Teaching Interview." The protocol consists principally of a series of tasks, such as developing sample…