This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to…

Often considered an experience in instructional preparation for preservice teachers, the student teaching practicum is both a practical "and" relational experience for both the cooperating teacher and student teacher. In this qualitative study, I examine both the instructional and relational core practices cooperating teachers enact…

Context: In previous research, athletic trainers (ATs) have identified the formal coursework and clinical experiences of their professional program as contributing to preparedness for autonomous practice. However, new graduates have reported a perceived lack of skills necessary for practicing autonomously. Objective: The purpose of this study was…

The six-phase model of cognitive apprenticeship (modelling, coaching, scaffolding, articulation, reflection and exploration) has been recognized as a useful and effective instructional method in educational research; however, only a few studies have investigated the structural relationships among the six phases at work. This study aimed to…

Over decades, the body of research about the experiences and perceptions of prospective teachers of English during their teaching practicum has grown substantially. However, little research is currently available on the role of the wider educational context in shaping the TESOL practicum. The current study attempts to fill this gap by…

The COVID pandemic was an unprecedented event declared a worldwide pandemic in March 2020, which caused a disruption among the graduate students and faculty instructors of colleges and universities nationwide. The purpose of this instrumental qualitative case study was to explore the challenges brought about by the phenomenon faced by faculty…

Extensive literature discusses mentoring in teacher education as a means to advance its professionalization. This study explored mentoring from the perspectives of student teachers, teacher educators, and school mentors. It analyzed four case studies conducted in two teacher-education colleges in Cambodia through observation and listening to…

Limited studies illustrate the significance of a transformative perspective on pre-service teachers' assessment practices during their study in higher education institutions (HEIs). As such, the need to prepare pre-service teachers for the transformative realities of the workplace has been widely acknowledged as a crucial element of contemporary…

To alleviate teacher shortages, many countries are investing in professionals fromother fields to become teachers. As second career (preservice) teachers (SCT)are thought to bring additional resources into the teaching profession, it is important to gain insights into whether and how these resources are impacting their learning experiences and…

This paper explores the education of prospective teachers with regard to the Theory of Didactical Situations when they engage in lesson study. We particularly focus on studying how a lesson study process oriented towards the Theory of Didactical Situations contributes to increasing prospective teachers' self-efficacy to plan and teach lessons…

The specific focus of this study is how a team of four preservice teachers experienced a collaborative practicum model to support the development of cogenerative dialogue and foster professional growth. Data sources included individual video club annotations and the associated group discussions facilitated by comparison of groups members selected…

This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the…

Development of professional competencies is a key outcome of undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working with young children were examined among 1300 undergraduate students at 12 universities. Students completed a series of online questionnaires indicating their knowledge, beliefs, and…

Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional…

Teaching practice is a critical component in teacher education, and better understanding of how pre-service teachers experience and interpret the feedback received in this setting is needed to understand teacher development in initial teacher education. Arguably, the mindset theory can help explain pre-service teachers' responses to and reception…