In our research project, Mentoring in Initial Teacher Education, we have explored what mentors "actually do" to help student teachers learn to teach. In this paper, we share key literature on mentoring practices that helped us design mentor and student teacher questionnaires to identify which practices were perceived to be most…

Recognizing that self-study neglects the racialized, classed, and gendered experiences of teacher educators of Color and the unique knowledge(s) they bring, Souto-Manning has called for critical race self-study as an abolitionist methodology to (re)claim methodological space for Black, Indigenous, and teacher educators of Color to transform and…

Through multisensory ecopedagogies, models of environmental land art and place-responsive or 'part of the place event' art-making in outdoor spaces or the 'outerness' (Cobbs), this article explores the importance of student teacher engagement outside comfort zones and shedding their schooled baggage into the 'existential territories of childhood'…

Nigeria is committed to implementing inclusive education. Because special schools are few and inadequate, many parents enrol their children with special needs in nearby regular schools. Teachers must therefore be trained to provide learning opportunities for all students, regardless of their individual learning needs. An effective way of training…

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practicebased experiences through full-time placements in selected schools. Aim: The…

The purpose of this qualitative study was to gain insight into the lived experiences of preservice teachers amid the COVID-19 pandemic, including how such experiences impacted their perceptions of self-efficacy and pedagogical readiness. The participants were preservice teachers (both graduate and undergraduate) enrolled in an educator preparation…

The COVID-19 pandemic compelled teachers to grapple with the challenge of distance learning and remote communication with pre-school children and their parents. This study examines how student-teachers perceived their and the teacher's relations with the pre-school children and parents during the first lockdown. The study is based on a…

Our study investigated the role of failure during the school-based agricultural education (SBAE) student teaching experience. Using narrative inquiry, we analyzed the reflections of twelve SBAE teachers to uncover their moments of failure, how they reconciled those failures, and the lasting impact of these experiences. Our findings highlighted a…

The speed of development of biotechnology within agriculture, industry, and medicine has changed our lives, and we need a biotechnological literacy to understand it. This implies that teachers in primary schools need to be biotechnologically literate in order to educate future generations. The aim of this study was to investigate Swedish…

This study analyzed questionnaire, pre-test, post-test, and online posts to explore influence of discussion prompts on the competence in English instruction of seven student teachers of elementary school EFL (English as a Foreign Language) in a practicum in Taiwan. This study reached the following conclusions. First, student teachers had good…

Field-based experience has been an integral part of teacher preparation, and there is a consensus among key stakeholders that school-based practica are one of the most critical components of effective teacher education programs (Aspden, 2017; La Paro et al., 2018; Vick, 2006; Zeichner, 2002). Based on John Dewey's theory that knowledge is acquired…

Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education. However, research conducted in recent years has highlighted the unwillingness of teachers to benefit from scientific studies. This study set out to assess whether Research Evidence-Based Practices in…

This article presents a qualitative study which presents professional competence development in an undergraduate initial teacher education (ITE) programme in Hong Kong. Fifteen student teachers participated in two rounds of interviews, one after the first ITE fieldwork and another after the second ITE fieldwork in a five-year Bachelor of Education…

This paper explores student teachers' academic preparation to be teachers. Despite the fact that a persisting criticism is directed towards the 'academic' part of teacher education, we know little about student teachers' academic learning practice as learners in higher education. The paper reports on a Norwegian study of 24 student teachers and…

The preparation of student teachers to be effective teachers of writing requires attention to both their writing skills and their personal confidence. When teachers have confidence in themselves as writers and strong writer identities, they are likely to better placed to develop strong writer identities in their own students. It is suggested…