This paper aims to develop, through a literature analysis, a portrait of the functioning and practice of teacher thinking at government and university levels. Teacher thinking is defined as habits and strategies or the habit of thinking used to collect information, analyze, understand institution, reflect, solve problems, inform decisions,…

The purpose of this study was to examine the influence of negotiations between pupils and preservice teachers (PTs) on PTs' instruction within multi-activity (MA) teaching and sport education (SE). Participants were 17 PTs engaged in a secondary early field experience in which they taught 12-lesson MA and SE soccer units. Data were collected using…

The purpose of this study was to understand what preservice teachers and knowledgeable others professionally notice as they engaged in repeated cycles of a modified version of lesson study, as a component of a field experience in a teacher education program. The study also centered on comparing the professional noticing practices of preservice…

Although research has established links between the principal's instructional leadership and student achievement, there is considerable concern in the literature concerning the capacity of principal preparation programs to prepare instructional leaders. This study interviewed educational leadership faculty as well as expert principals and teacher…

Practice-based teacher education is poised to improve teacher education by focusing on interns' enactment of complex teaching practices and helping them develop these professional skills. However, much of this work has yet to study the trajectory of learning between university training and field experiences. This article explores seven history and…

This study examines the collaborative professional development (CPD) of three pairs of mentor teachers and pre-service teachers in a junior high school. Of particular focus is the integration of technology into instruction, by using technological pedagogical and content knowledge (TPACK) to evaluate professional development. A qualitative research…

This research paper documents what learning designs, teaching methods and teaching activities were most commonly used by pre-service teachers and experienced teachers as observed by the pre-service teachers when on their practicum visits in schools. The paper also outlines the benefits of documenting learning designs so that good teaching practice…

This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These "pedagogies of enactment" must include a continuum of opportunities to use…

A mixed methods research approach was used to investigate the impact of a geosciences research institute upon 62 science teachers' knowledge, beliefs, and teaching practices related to teaching the geosciences. Pre- and postinstitute quantitative and qualitative assessments revealed mixed results. Results of a quantitative measure found a…

This article discusses alternatives to the lecture-style teaching that remains a fundamental practice for many middle school classrooms. Information was accumulated by pre-service middle school language arts teachers, who interviewed their mentor for their student teaching experience, focusing on how each teacher attempts to foster lifelong…

Other than trips to government offices, political science has generally not used field experiences as part of the undergraduate curriculum. To illustrate the possibilities of such experiences, we discuss field-based courses and curricular units at three sites. Each uses a national park to teach students about environmental politics and policy…

Direct student experience of the real organism, object, place or environment is recognised by teachers as having powerful potential for high-quality learning. Mobile technologies offer a way for students to capture their authentic learning experiences, but rendering this rich experience into explicit and highly situated learning contexts for…

This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

This paper discusses and examines the effectiveness of course assignments designed to promote reflection processes and critical thinking of pre-service teachers. Specifically, the study explores and identifies the range of students' level of reflectivity and critical examination of their own developing pedagogy, with foci on content knowledge,…

One of the major challenges in preparing pre-service teachers for the 21st-century classroom, as well as for an increasingly competitive job market, is providing the necessary skills and background to effectively educate diverse populations of students (Sleeter, 2001). Multicultural education courses are a staple in teacher preparation programs,…