This study explores how the process of making and reviewing videos of their own instruction impacts the development of preservice teachers. The study looks at the impacts, both positive and negative, of a video portfolio assignment implemented in a teaching methods course, and of the uses and meanings these videos have for preservice teachers,…

The purpose of this autonarrative inquiry was to explore the professional identity development and mentoring relationships of three general music teacher educators during their time at one university. We present our stories of development and re-visioning as general music methods educators through our roles as educator, learner, and co-learner…

This paper examines the implementation of an instructional module on Preservice Elementary Teachers' (PSETs) professional noticing of children's mathematical thinking as defined by Jacobs, Lamb, and Philipp (2010). The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video…

As mathematics teacher educators (MTEs), we enact teaching practices in our mathematics methods courses as instantiations of practice for PTs. Questioning is a core practice in teaching (and learning to teach) mathematics that interacts with relationships between MTEs and prospective teachers (PTs). We engaged in a collaborative self-study to…

Secondary mathematics teachers are frequently required to take a large number of mathematics courses -- including advanced mathematics courses such as abstract algebra -- as part of their initial teacher preparation program and/or their continuing professional development. The content areas of advanced and secondary mathematics are closely…

Research (Ling, Sharifah & Hasnah, 2014; Rohaty, 2003) has shown that Malaysian preschool teachers, despite knowing and understanding the importance of visual arts and inquiry-based learning, lack the theoretical knowledge and practical training that would enable them to implement the approach in their teaching (Ling, Sharifah and Hasnah,…

The author asks, "Where can we, as English language arts teachers, create room in our classrooms for curiosity--for students and for ourselves?" She outlines ways to use Genius Hour to help create an equitable, level classroom with access and ownership for all.

In this article, we share results from a field experience model in which junior-year methods classes were held in an elementary school and preservice teachers (PSTs) worked with a single student (a "Math Buddy") on mathematics for 30 minutes per day. We focus on the development of PSTs' skills for exploring children's thinking and the…

This study investigates the implicit reading beliefs (RBs) of a cohort of diverse English-as-a foreign language (EFL) undergraduate university students and their responses to a narrative text. Sixty-two (n = 62) students enrolled in an introductory reading education course participated in the study. The participants completed a demographic…

This paper explores how a teacher preparation program in a liberal arts institution built upon the foundations of dialogic, relational pedagogy utilizes strong alumni connections to improve teacher education curriculum and support preservice, inservice, and teacher educators as they work to teach against the grain. Best visualized as an infinity…

Race-focused teacher education has centered on changing preservice teachers' racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework…

The COVID-19-induced closure of K-12 schools significantly impacted the field experiences of students enrolled in teacher preparation programs. We addressed this ongoing challenge by adapting an early field experience model for secondary teachers that shifted online mid-semester. The University Teaching Experience model deploys a cohort of…

The history of Canada's educational offerings for Indigenous students was based in colonial and assimilative practice. As such culturally responsive pre-service teacher education needs to respond not only by moving away from historical practice but with a moral and social imperative through programming that aids reconciliation. Current literature…

Building upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision "learning" English as English Language Learners (ELLs) and "teaching" English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their…

This qualitative research project's overarching goal was to explore ways to help primary grade teacher candidates (re)kindle a conception of teaching as a moral enterprise involving ethical choices and enactment of one's values. In the context of a science methods course, we explored the research question: What happens to the commitments toward…