Purpose: The purpose of this qualitative instrumental case study was to determine the perceptions of preservice teachers (PSTs) on the effectiveness of instructional rounds as a clinical experience in promoting awareness of student diversity and supporting the acquisition of professional knowledge (Essential 2). Design/methodology/approach: The…

Teachers are simultaneously regarded as the most important influence on student learning and, paradoxically, as untrustworthy agents who can't be relied upon to deliver quality learning outcomes. Globally, this contested view of teaching is reflected in policies that limit teacher agency by prescribing how teaching will be conducted; for example,…

This study examined the link between teacher educators' views and practices by employing a mixed-methods design. Korthagen's broad categorization of teachers' learning as realistic and application of theory approaches are used as a framework for the study. Realistic approach focuses on organizing learning experiences for student teachers to…

Background: Student teachers can find it difficult to inform their classroom practice with knowledge gained from education theory and research. Working with Design and Technology teacher education students, the authors have developed a model to support integration of knowledge-based thinking in lesson design for classroom practice. Purpose: This…

This article problematized and reconceptualized the theory-practice dichotomy in initial teacher preparation. Using pre- and post- student teaching interview data from a larger qualitative study that investigated pre-service teachers' learning, I analyzed pre-service teachers' conceptualizations of their learning about teaching and learning.…

This article analyzes the ways in which action research during preservice teacher education influences the development of a critical inquiry stance. By following eight preservice teachers as they conducted action research in their final semester of student teaching, this article demonstrates how action research created the space for preservice…

International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in…

This paper presents a practical way of teaching critical literacy to pre-service teachers through a critical literacy engagement. It begins with a literature review on critical literacy. Then, the critical literacy engagement is discussed in detail. Specifically, the critical literacy engagement is intended to help the pre-service teachers (a)…

The purpose of this paper is to support mathematics teacher educators (MTEs) to prepare their graduate students in becoming MTEs by creating a learning environment to develop epistemological stances. I present the components of my graduate seminar taught in a Practice-based Teacher Education program. The seminar aims to support graduate students…

As teacher education aims to prepare thoughtfully adaptive teachers, programs have begun to examine a practice-focused approach. One movement focuses on the pedagogy of teacher education, including how practice is unpacked, decomposed, for teacher candidates. This paper examines the pedagogy of decomposition in a U.S. based practice-focused…

The articles within this issue of "Teacher Education Quarterly" examined the role and impact of equity within teacher preparation. Each author described a commitment to preparing teachers with equitable, social justice minded practices to meet the needs of the diverse learners in U.S. classrooms, yet, demonstrated a need for a closer…

A significant body of research has shown that teacher effectiveness influences student outcomes and that teacher efficacy is one of the most salient factors influencing student achievement. However, teacher preparation and professional learning often minimally addresses the cultural considerations and research-based strategies for working with…

Background/purpose: The purpose of this qualitative study was to identify strengths and deficits of alternative teacher certification programs, with particular emphasis on approaches to strengthening mathematical content knowledge and pedagogy. Materials/methods: Six participants included both teacher candidates enrolled in internship in the…

Research indicates that learning about teaching methods is not the same as learning to enact teaching methods. In our mathematics and science teacher education programs, we employ a practice-based pedagogy approach requiring novice teachers to learn, practice, enact, and reflect on their teaching. This approach draws on work highlighting core…

The high percentage of new teachers who leave the profession within the first five years of teaching motivated the teacher educator to consider an alternative path to andragogically approaching course content. Thus, the teacher educator grappled with the process of transitioning theories of the content to application-based andragogy. The…