Within an ever-increasing time of globalisation, globalised learning and international mobility, international professional experience can provide a range of opportunities for personal and academic growth. Perhaps unsurprisingly, pre-service teachers commonly attest to the positive impact of international placements. What is less well understood…

Clinical teaching is vital for preservice teacher (PST) development, yet field supervisors' roles are understudied. This study analyzes over 11,000 supervisor evaluations and PST reflections from a Texas teacher preparation program using large language models to extract measures of feedback quality and content. Supervisor feedback often lacks key…

Using a multitiered framework, embedded in anti-Blackness, this qualitative case study centers a Black woman teacher and Black girl who were subjugated to multiple layers of oppression in a middle school science classroom. Findings revealed that systemic pressures, like standardized testing and school choice, hindered genuine learning. The…

This research examines the consequences of a mandatory assessment for pre-service teachers in Australia that is completed during their final teaching placement. The Teaching Performance Assessment (TPA) is an analysis of practice that incorporates video of teaching episodes, observation feedback, and analysis of pupils' work samples.…

This is the fourth in a series of annual reports about teacher shortages in Michigan that the state legislature requested in December 2020 (2020 PA 316). Informed by our previous reports and newly available data from the 2023-24 school year, this report provides an updated view of teacher shortages throughout Michigan. The report shows recent…

The available frameworks of instructional leadership do not include functions aimed to ensure that teachers are suited for their position, such as hiring appropriate teachers, placing teachers effectively, and firing ineffective teachers. This study explored how principals link their responsibility of ensuring that existing teachers are the right…

This paper reports on part of a longitudinal project investigating the formation of preservice secondary mathematics teachers' identities at one Australian university. Given that school-based placement experiences impact teacher identity development, the Flourishing Mathematics Teacher (FMT) project focuses on this experience and aims to identify…

Field experiences provide opportunities for early childhood and early childhood special education (EC/ECSE) educators to implement effective practices in learning settings, and are, therefore, a vital part of EC/ECSE teacher preparation. In this article, we describe field placement models from four universities in the United States: The Bridge…

Rural teacher recruitment and retention is a matter of interest for the state of Alabama as policymakers look to understand teacher shortages in rural schools across the state. How teachers are prepared to teach in rural schools is an essential part of rural teacher recruitment and retention. Preservice teachers need exposure to rural contexts as…

This paper explores the relational dynamics in 10 triads from one university-based teacher education programme in England. Positioning theory and frame analysis are integrated to understand how teacher educators, mentors, and student teachers make sense of the placement experience and distribute mutual rights and duties. Data were derived from…

This study assessed the teacher placement and utilization and their impact on Basic Education Certificate Examination (BECE) performance in the Kassena/Nankana Municipality. The study has the following objectives: Factors influencing teacher placement in public basic schools and the impact of teacher placement on BECE performance. The study…

It has been argued that conservatoires in England have a responsibility to train music educators. This article proposes that alumni could have an important role to play in contributing to their former institution's instrumental music teacher education provision and explores how two UK conservatoire graduates with at least three years teaching…

Schools can be hard-to-staff for a variety of different reasons. For example, researchers have documented the challenge urban and rural schools face because of their geographical locations (Berry, 2004). Others have noted the demanding nature of working with students who have significant academic, social, and emotional needs (Bullock, 2006).…

Initial teacher education programs in Australia require all preservice teachers to complete a mandated teaching performance assessment. This places significant performative pressure on preservice teachers undertaking their final teaching placement. This paper reports on an action research project that aimed to co-construct a series of workshops…

There are significant inconsistencies in the levels of preparation of teachers placed in high-need urban schools and those placed in suburban, middle-class schools. In this qualitative research study, I surveyed, interviewed, and observed three highly qualified teachers and one principal from an urban-intensive, high-need school community.…