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…

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…

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…

Digital portfolios have gained an increasing prominence in teacher education programmes around the world as a consequence of research which purports their multiple benefits to users and of their potential to represent beginning teachers' practices. Despite the current popularity of digital portfolios, the nature of their use is still not well…

The purpose of this paper is to resist the 'colonial' status of ELT by discussing our attempts to decolonize ELT methods through critical thematic units (CTUs), co-developed and applied by Mexican student-teachers working with children in Oaxaca, Mexico. Understanding that epistemologies (knowledge) and in consequence language methods are…

This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and…

This study sought to investigate how non-technology education teachers taking an educational technology course changed the way they thought about technological literacy. Prior to the course, all pre-service teachers (PST) identified only proper use of technology in their definitions for technological literacy. Following the end of the course, all…

Teachers' evaluations of students do not consider only academic competence, but are imbued with social considerations related to individual teacher and student characteristics, their interactions, and the surrounding context. The aim of this paper is understanding the extent to which teachers grade girls more generously than boys, and which…

Despite extensive research on student teachers' engagement with university coursework, teaching practicums, and research projects in teacher education curriculums, empirical studies on the coherence among these components are lacking (Flores 2018). Coherence refers to the degree to which a curriculum supports, reinforces, and reflects shared goals…

Worldwide, male teachers in the Foundation Phase (FP) are a rarity, given the perception that the teaching of younger children is more suited to females than to males. Little research has been conducted in South Africa on the factors that influence men to become Foundation Phase teachers. This study investigated the motives of male student…