Teacher development programs incorporate field experiences for pre-service teachers (PTs) to gain first hand teaching experiences. The purpose of this study is to examine PTs' perceptions of field experiences, and more specifically, to investigate whether these perceptions relate to PTs epistemological beliefs. A sample of 115 undergraduate…

There have been persistent concerns over teacher pre-service education for decades. The basic model of university or college coursework plus practice teaching has been found wanting. Despite attempts to rectify this, beginning teachers in Australia rate themselves as not being well prepared when they begin full-time teaching. This article examines…

Not every teacher should serve as a mentor teacher (MT), and there are certainly those who are considered excellent teachers who did not find success in that role, often struggling to turn over aspects of classroom instruction to their mentees. With the current testing and accountability regime, some teachers are reluctant to leave their test…

Critical multicultural education and its promise of cultural inclusion face a crisis induced by powerful neoliberal forces that view education as an economic enterprise rather than open dialogue and inclusive pedagogies. With this in mind, this article uses interpretive phenomenology to examine how US American preservice teachers engage in the…

This article focuses on the culture of human interchange, which is included as a component of the implicit curriculum in the current EPAS. It presents the use of the implicit curriculum concept in teacher and medical education as a context for its application to social work education. The authors argue that professional behaviors taught in the…

In their 1970 guidelines for teacher-preparation programs (TPPs), TESOL's founders promoted practicum experiences that include "systematic directed observation, supervised teaching practice and progressive teaching responsibilities." TPPs with field experiences as centerpieces of their programs have been more effective in meeting the…

The Bradley PDS Partnership, about which we report in this article, was established in 1995 to promote academic and professional development for P-12 students, pre-professionals, practitioners, and professors. For twenty years, the partnership has been generously funded by the William T. Kemper Foundation-Commerce Bank, Trustee. In a grant…

The purpose of this paper is to discuss the development, implementation and outcome of a field-based learning flow-charting project that was conducted in an accounting information systems (AIS) course. The emphasis for the project was strengthening the students' critical thinking skills. This paper advances AIS education by sharing a field-based…

The aim of this article was to shed light on problematic issues related to the practical element in early childhood teacher education. We approach these questions mainly through scrutinizing and interpreting this part of kindergarten teachers' university education in Finland. We then expand our analysis to include the broader issues of job…

This document gathers material used in the research project entitled: "The Contribution of VET Student Placement to Innovation in Host Organisations" that was not presented in the main report. The project sought to explore the question, "What is the contribution of the VET student placement process to innovation in host…

With innovation seen as critical to Australia's economy, it is worthwhile to ask about the contribution of the Australian vocational education and training (VET) system to innovation. Previous research has highlighted a number of ways VET can contribute to innovation, including through knowledge diffusion, skills development and networks, and…

This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and…

Despite attention given to principal preparation program reform, little research exists explaining how candidates develop self-efficacy or how preparation programs contribute to self-efficacy development. Researchers used a mixed-methods study to examine principals' perceptions of program effectiveness, determine underlying constructs related to…

Changing demographics in the U.S. require a focus on educating future teachers on how to engage children and families with diverse backgrounds. Teacher educators have been charged to address teachers' cultural competence and provide pedagogical instruction for working with diverse populations. We bolster this line of inquiry by sharing activities…

This qualitative case study explored a community-university partnership for teacher preparation with an urban Indigenous community organization. The study examined the roles of Indigenous community partners as co-teacher educators working to better prepare teachers for the needs of urban Indigenous children and communities. The author collected…