At the center of teacher preparation is the student teaching placement experience. However, research on student teacher placements often overlooks the nuanced perceptions and attitudes of student teachers (STs). These factors significantly influence educator outcomes and programmatic success. This research delves into the attitudes and perceptions…

Understanding how partnership teachers experience their role in preparing future teachers provides valuable insights for all educators. The purpose of this narrative inquiry was to understand the collaborative experiences of partnership teachers as they work to support teacher candidates during their student teaching internships. I conducted focus…

The purpose of this study was to engage veteran mentor teachers in a professional development experience through the use of stimulated video recall (SVR) sessions to explore and enhance mentor teacher learning processes and outcomes during a student teaching practicum in an elementary school context. The concept of "mentors as learners"…

This article reports on the experiences of a mid-career teacher educator who spent a full semester supervising student teachers in schools. Adopting a self-study methodology, she and a critical friend collected and analyzed data, often in the form of reflection, on her experiences of third space and liminality. The time that she spent on the…

The student teaching experience is a significant learning opportunity for preservice teachers (Clarke et al., 2013; Matsko et al., 2020). This field experience requires preservice teachers to work closely with a cooperating teacher (CT), who serves a fundamental role within teacher preparation programs, providing the classroom context and K-12…

Although student teaching plays a crucial role in teacher preparation programs, limited research has examined the specific features of this experience that positively impact preservice science teachers' (PSTs) questioning competency. This multi-case study contributes to the existing body of research by presenting findings from an initiative in a…

Learning to teach is challenging as preservice teachers apply a multitude of knowledge and skills in complex situations. Preservice and student teachers struggle to effectively use metacognition and lack the ability to address numerous motivational factors in their learning. We do not know how student teachers utilize these ideas while lesson…

Research and policy in the field of teacher education recommend that special education (SPED) programs include opportunities for candidates to practice in supervised field experiences. Such field experiences (a) engage candidates in professional practice, (b) reduce their anxiety, (c) gain confidence, and (d) allow them to view themselves as…

Cooperating teachers play a critical role in preparing teachers during the student teaching experience. Yet, they are often an undervalued contributor to the conversation of teacher education. This exploratory study highlights the voices of cooperating teachers regarding their perspectives on the student teaching experience. Through a Qualtrics…

This article presents an approach to teacher education that combines case-based pedagogy, action research, and communities of practice, which ultimately conceptualizes preservice teachers (PSTs) as problem solvers. Eleven PSTs conducted research and authored reports during their student teaching experiences in a large, metropolitan school…

The COVID-19 pandemic has affected people in every country in unprecedented, unimaginable ways. The abrupt transition to remote teaching due to the pandemic has posed several challenges to traditional teacher education programmes and altered student teaching experiences. This study aims to explore the student teaching experiences of pre-service…

Purpose: This article, written by a multilingual learner program (MLP) specialist, provides a first-hand account of how a professional development school (PDS) (school-university partnership school) promotes teacher advocacy. Design/methodology/approach: Due to the subject of the piece, no research methods were necessary. Findings: Due to the…

One of the most vital forms of dialogue for a novice teacher is the inner dialogue of reflective practice. The purpose of this study was to investigate if and how blogging supports the ability of preservice teachers (PSTs) to reflect on their student teaching experience. Findings suggest that blogging may serve as both response and stimuli,…

In the United States, less than half of adolescents meet national recommendations for daily physical activity (PA). Schools are an integral intervention point for achievement of national PA youth guidelines. To help schools achieve PA guidelines, multicomponent Comprehensive School Physical Activity Programs (CSPAP) were developed. Each CSPAP…

In the critical transition from university student to full-time teacher that occurs during student teaching, preservice teachers can request assistance from mentors. Yet, some preservice teachers rarely ask for help. To understand when and why preservice teachers seek help, a self-regulated learning framework was used to measure and evaluate…