Most studies on pupils' appraisal of teaching quality focus on appraisal by experienced or in-service teachers. The study reported here investigated the teaching effectiveness of teacher trainees from the school pupils' point of view. Drawing on research carried out in Tanzania, this study argues that pupil ratings offer some important points that…

This study examines the history of craft education, especially in the context of social and temporal changes, and envisions its future based on narratives collected by student teachers at two Finnish universities. The research material covers essay responses that discussed the future of craft education in the light of forecasted megatrends. The…

According to TALIS 2018 results, pre-service teachers spend a growing amount of time in classrooms, increasing the time and importance of training by their mentor partners. However, mentors are not always well equipped to mentor novices: the new theoretical knowledge taught at the university is not necessarily familiar to the teachers appointed as…

This study explores professional social support models in schools in Finland and Estonia. The study sheds light on how Finnish and Estonian minority language schools have organised social support in the frame of their professional development for beginning teachers. Using a structural framework for understanding social support at all systemic…

The "mentor teacher" within the Professional Development School (PDS) model is in a unique role of providing leadership during the student teacher internship and supporting the development of student interns' efficacious beliefs. Data collected from student intern surveys were used to answer the following research questions. Are student…

During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the…

Accreditation agencies and organizations calling for higher academic standards in the teaching profession have called for increasing minimum grade point averages and scores on standardized tests. However, it's not clear that these requirements actually improve teaching. Lisa Borden-King, Warren Gamas, Kathy Hintz, and Chelsie Hultz researched…

A crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers' (n = 137) professional vision regarding…

Commitment to teaching is a recurring topic in both research and policy discussions on teaching and the teaching profession. We investigated factors explaining differences in student-teachers' commitment to the teaching profession and to student learning, and their intentions to enter the teaching profession. Student-teachers (n = 3,246) from one…

In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students' views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, we found that students in the two customized programmes accentuated different domains of teacher…

The COVID-19 pandemic has precipitated dramatic changes in education systems around the world and pre-service teacher preparation programs have been notably impacted by the associated difficulties and constraints. Due to lockdown of universities and schools, practicum placements had to shift from in-person to virtual learning environments.…

Most professionalisation programmes to support teacher educators as research supervisors focus on the development of research skills. The methodology of practice-oriented research, in addition to a clear vision on the function, and purpose of student research often receives little attention. At the Amsterdam University of Applied Science, we…

The present study aims to explore the perceived factors affecting student-teachers' (STs) learning about social urban sustainability. Participants were 63 STs enrolled in a Department of Primary Education located in Northern Greece. Although the participants were aware of the principles of sustainability and education for sustainability, none of…

'Good teaching' remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of…

Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to…