This study investigated the multicultural teaching competence (MTC) of preservice teachers and the predictors of their competence. It ultimately investigated how preservice teachers' sense of efficacy (TSE), critical self-reflection (CSR), and religious inclusivity (RI) predicted their MTC. Through a cross-sectional research design, data were…

Within this issue of "Teacher Education Quarterly," the authors examine the social justice knowledge of teachers, reflective practices, and predictors of performance on the Educative Teacher Performance Assessment (edTPA). This article is a response to those articles and offers continued probes into who should be allowed to teach our…

Based on the collective case study of two teacher education programs at a normal university in South China, this paper examines the role of curriculum leadership in the development of information and communication technology (ICT) in education competencies of pre-service teachers. The two cases allow comparisons to uncover the complex…

This preliminary research report offers readers an example of pedagogical research within the context of an educational psychology course. The research questions dealt with: (1) the effectiveness of a course pre-requisite, (2) the value of a class attendance policy, and (3) early indicators in the course of success or failure. Previous…

Despite continuing interest in teacher reflection and an extensive body of research on peer assessment, the interaction between these areas has not been sufficiently investigated. This study on reflection and peer feedback is part of an ongoing action research addressing the design and pedagogical model of a theoretically oriented teacher training…

The focal concern of this article is the investigation of the transfer and sustainability of the reflective process into the work environment. Specifically, the identification of the variables which support or challenge practitioners to continue the ongoing process of reflection in practice contexts is addressed. The article describes a study…

Ongoing efforts to include social contextual dynamics in research on mathematics education require theoretical frameworks that allow researchers to zoom their focus out to include the social sphere (Lerman, 1998). This is especially important when studying teacher development, as teachers learn in a wide variety of social contexts. Here we…