Teacher education in Finland has followed a research-based approach for decades, but the approach has rarely been investigated from the viewpoint of in-service teachers. This study explores how in-service teachers experienced the meaning of educational science, research and theory (ESRT) and how teachers engage with educational research as part of…

Informed by a conceptual framework on boundary crossing, this qualitative case study explored how a student teacher engaged in professional learning through recursive boundary crossing between her field school and the university programme in a U.S. context. The findings revealed the power of boundary crossing as a cyclical, intense, and…

Conducting conversations with students' parents is an important and constant part of teachers' professional practice. Teacher education programmes are responsible for preparing the foundations for teacher-parent cooperation; however, throughout the training, there are few opportunities for preservice teachers (PSTs) to practice interacting with…

For decades, the gap between theory and practice has remained the central problem of teacher education. This study will present an alternative approach in an attempt to try to bridge the gap between theory and practice in a teacher education course focused on inclusive education. The approach is based on a model that integrates a university-based…

This research project sought to comprehend how a group of graduates from an Initial Foreign Language Teacher Education (IFLTE) programme in a national teacher education college in Uruguay constructed a personal stance towards social justice as a result of having completed a curriculum intending to promote such a stance. Data were collected through…