Preservice Teachers

To prepare teachers who will be able to draw on caring to build a strong foundation for their professional practices, teacher education programs must be created specifically focused toward this goal. This article discusses the use of dialogue journals in a course designed to enrich preservice elementary teachers' understandings of caring. Quite unexpectedly, the dialogue journals demonstrated some of the preservice teachers developing negative, judgmental, and adversarial attitudes toward the parents of the children in their placement classrooms. A close examination of the dialogue journal activity revealed that the weak link was not the activity itself but the specific details of the teaching-learning interactions occurring within the activity. The findings suggest that the core of caring teacher education lies in the nature of the interactions between the teacher educator and her students.

This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control dur...

In this study we investigated preservice elementary school teachers' content knowledge and pedagogical content knowledge of decimal numeration. The preservice teachers completed a decimal comparison test, marked items they thought would be difficult for students, and explained why. Only about 80 percent of the sample tested as experts, indicating that a significant proportion of preservice teachers have inadequate content knowledge of decimals. Confusion about the size of decimals in relation to zero was a significant and unexpected difficulty, leading to concerns about the fragmentary nature of the preservice teachers' knowledge. Most preservice teachers were aware of longer-is-larger misconceptions in students, but had little awareness of shorter-is-larger misconceptions. Preservice teachers' explanations for the reasons students might have difficulty demonstrated that many are good at identifying features that make comparisons difficult but less able to explain why these cause trouble. Results point to the need for teacher education to emphasise content knowledge that integrates different aspects of number knowledge, and pedagogical content knowledge that includes a thorough understanding of common difficulties.

The pivot from a hybrid learning environment to a fully online one brings to the fore questions of fairness and equity for marginalized individuals and groups of students at our minority-majority university. Because effective distance education requires adjustments to instruction at all levels, the shift to remote teaching raises questions about effective preparation of in-service and preservice teachers who work with students from diverse cultural, linguistic, and ability backgrounds. In this paper I address some of the difficulties faced by students, teachers, and families in New Mexico during the sudden transition to remote education. I outline educator perspectives related to the graduate and undergraduate technology integration courses I teach, emphasizing the need to support students from diverse linguistic, sociocultural, and ability backgrounds, particularly those living in geographically isolated communities.
Available at:
https://www.digitalcultureandeducation.com/reflections-on-covid19/new-mexico

The present report provides an overview of current practices on teacher training, and how teacher training covers the needs of students with disabilities under the paradigm of inclusive education. The report aims at analysing the situation in the Southern Europe, namely presenting the cases of Cyprus, Greece, Italy and Spain. After a general overview of the gradual change in the provision of special education services into the mainstream educational system at an international level, this report presents the analysis of teacher training/ teacher preparation in Cyprus, Greece, Italy and Spain. It describes the context of teachers' education and provides an overview of the most frequently assessed types of disabilities that are reported in each country. Then, a review of the main teacher training providers is presented, together with a final statement about possibilities of providing teacher training/ teacher preparation in the respective counties. The report should be of interest to the educational community, particularly researchers and practitioners in inclusive education and teacher preparation.

In this study, data in the form of (preservice teacher) student voices taken from mathematical autobiographies, written at the beginning of the semester, and end-ofsemester reflections, were analyzed in order to examine why preservice elementary school teachers were highly motivated in a social constructivist mathematics course in which the teacher emphasized mastery goals. The findings suggest that students entered the course with a wide variety of feelings about mathematics and their own mathematical ability. At the end of the semester, students wrote about aspects of the course that "led to their growth as a mathematical thinker and as a mathematics teacher. . ." Student responses were coded within themes that emerged from the data: Struggle; Construction of meaning [mathematical language; mathematical understanding]; Grouping [working in groups]; Change [self-efficacy; math self-concept]; and the Teacher's Role. These themes are described using student voices and within a motivation goal theory framework. The role of struggle, in relation to motivation, is discussed.

Demographic data show a trend toward increasing racial and ethnic diversity among students in public schools, but the teaching population is projected to remain largely White and female. Without proper training, teachers will be ill equipped to meet the educational needs of these diverse students and run the risk of unwittingly perpetuating prevalent stereotypes and discriminatory practices about certain racial and ethnic groups. This preliminary study offers a theoretically driven model for training, the Racial and Ethical Sensitivity Training KIT (REST-KIT), which is designed to (a) increase preservice teachers' ability to recognize ethical dilemmas related to intolerance in schools and (b) provide preservice teachers with techniques and skills for handling these dilemmas. The REST-KIT is unique in that it ties cultural competence to ethical principles based on professional codes of ethics accepted by school professions and emphasizes that cultural competence is a professional requirement, not a personal choice. Pre-and posttests were given to ascertain the program's effectiveness. Both a self-report and a behavior-based measure indicated that participants showed more cultural competence after completing the workshop. Implications and directions for future research are discussed.

In our increasingly interconnected global society, learning to think about ourselves in a border context, making crossings and connections, reflecting on our position and power, and articulating a vision of social justice are necessary civic skills. Developing educational border crossers who have moved beyond stereotyping and the tourist's gaze to have a sensibility for social justice can enrich public life and stimulate the deepest forms of civic engagement. This study examines a teacher education program's nascent efforts to develop multicultural competencies, specifically border pedagogy, in future teachers.

The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their own professional identity. Their ability to articulate this identity is examined through a new construct, a ''teachers' voice''. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum. Two complementary approaches of content analysis were applied. Both methods revealed changes in preservice teachers' levels of engagement and showed that in the first semester of preservice teacher education, the majority of preservice teachers moved towards a more professional stance in their contributions.

In a course labelled "math methods" for preservice elementary school teachers, the focus is on constructivist philosophy and teaching as synonymous with research. The participants consciously view themselves as teacher-learners by continuously looking at their perception of self in a set of written responses: "Self-portrait as a Teacher." Three of these self-reflections are collected over ten weeks. The data show that the initial stage is a general, often vague, perception and description of a mathematics teacher, reflecting the media portrayal of the necessity of mathematics in schools, followed by confusion and frustration of not knowing mathematics in sufficient depth to explain it to others. The final portrait shows some resolution of conflict and self-discovery in "doing" mathematics. In all, the practice of selfregulation becomes progressively more evident. Although teaching is acknowledged as a reflective practice, ways of facilitating the self reflection of preservice teachers are not Widely known. The use of self-portraits brings out the profile of a learner, which helps provide individual and group preparation, and assists in building a learning community of teachers.

The authors explored the perceived effects of an environmental expressive writing exercise by using a modified phenomenological method. The authors asked preservice teachers enrolled in a required public university science and society education course to compose multigenre compositions describing personal environmental impacts, followed by written reactions to the assignment. A group of 5 students from the course participated in interviews in which the authors investigated their backgrounds, attitudes, and experiences related to the expressive writing project. Analysis of the participants' multigenre projects, interviews, and written reactions suggested that students enjoyed the assignment, personalized the content, and indicated empowerment to act responsibly through knowledge gains and refinements of beliefs and values.

This study was designed to develop more effective ways to address culture and cultural differences in the preparation of preservice teachers. Its purpose was to provide a more adequate preparation for working in high-need schools by assisting educators in the development of "habits of mind" that incorporate an understanding and valuing of students' cultures and a recognition of the need to consider those cultures in teaching practices. This paper reports data from the second year of a five-year study that examined the experience of six preservice teachers. The data indicate that using ethnography as an observational tool helps preservice teachers become more aware of cultural differences.

Purpose-The purpose of this paper is to assess the potential benefits of a virtual mentorship between teacher candidates and practising teachers. Specifically, the research aimed to determine whether candidates felt they had increased their professional learning and prepared for the realities of the job early in their training program as a means to enhance their well-being. Design/methodology/approach-A systemized, virtual mentorship network was set up and a qualitative mixed-methods study was conducted with two separate groups of 77 students total consisting over a three-month course in two consecutive years. Three data sets were collected; this paper reports on one set-qualitative self-reports from mentee participants. Findings-The response from preservice teacher participants was, through qualitative self-reports, an overwhelmingly positive. After engaging in a guided virtual mentorship with an experienced teacher, they felt more prepared, more confident and more supported. Response from the preservice teacher participants provided evidence and confirmed a sense of improved educational preparedness for teaching by engaging in a guided virtual mentorship partnership with an experienced teacher. Research limitations/implications-Virtual mentorships are highly beneficial for teacher candidates' learning and professional growth; the relationships positively impact preservice teachers' level of preparedness for the profession, which can lead to increased confidence and contribute to a positive sense of well-being. In addition, the virtual approach eliminates many of the access barriers that limit the efficacy of traditional, face-to-face mentorships. In doing so, the virtual format makes mentorships a possibility in any teacher preparatory education program, with endless opportunities to connect teachers across the world. Originality/value-In an effort to better prepare quality teachers, a virtual mentorship program, embedded in teacher education programs, is a viable solution for shaping preservice teachers learning in the early stages of their careers, establishing a commitment to professional learning and mitigating teacher attrition rates and burnout by enhancing well-being. For these reasons, the authors believe virtual mentorships can be considered to be used as a framework for the future.

This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Strauss and Corbin's (1998a) substantive grounded theory and Patton's (1997) Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings. Abstrak Artikel ini mengkaji pengalaman pelatihan calon guru di enam konteks internasional: Cina, Fiji, Kiribati, Meksiko, Samoa...

Nurturing reflective teaching and improving critical-thinking instruction are two important goals in teacher education, but these are only achievable when teachers-in-training are provided with opportunities for building professional knowledge and for exhibiting reflective teaching practices. A computer simulation program (CS-TGCTS) was therefore developed here, and its effectiveness is explained in this study. From 149 preservice teachers participating in this study, a pretest-posttest control group design was defined by four student groups and two treatments. The central hypothesis was that increasing participants' self-awareness of teacher behaviors and enhancing mindful learning in professional knowledge would provoke reflective teaching and further bring about improvements in teacher behaviors. The findings support the hypothesis and suggest that the CS-TGCTS simulation is an effective vehicle for improving preservice teachers' reflective teaching in critical-thinking instruction.

A video-based program on lesson analysis for pre-service mathematics teachers was implemented for two consecutive years as part of a teacher education program at the University of Lazio, Italy. Two questions were addressed: What can preservice teachers learn from the analysis of videotaped lessons? How can preservice teachers' analysis ability, and its improvement, be measured? Two groups of preservice teachers (approximately 140 in total) participated in the program. A three-step lesson analysis framework was applied to three lesson videos: (1) goal(s) and parts of the lesson; (2) student learning; and, (3) teaching alternatives. Preservice teachers' ability to analyze lessons was measured through an open-ended pre-and post-assessment. In the assessment, preservice teachers were asked to mark and comment on events (in a lesson not included in the program) that they found interesting for: teachers' actions/decisions; students' behavior/learning; and, mathematical content. A coding system was developed based on five criteria: elaboration, mathematics content, student learning, critical approach, and alternative strategies. In both studies, the ability to analyze instruction improved significantly on all five criteria. These data suggest promising directions for the development of both an instrument to measure lesson analysis abilities and a model for teacher learning.

Students in US schools are required to make meaning from linguistically complex texts. Teachers are often inadequately prepared to create language-focused instruction because they lack a deep knowledge of language (KOL) themselves. Therefore, teacher educators must apprentice pre-service teachers in developing their KOL and demonstrate how to use that linguistic knowledge to inform their pedagogy. The theory of Systemic functional linguistics (SFL) has been introduced into some teacher preparation programs across the English-speaking world to enhance new teachers' KOL. This study examines the pedagogy used to introduce SFL theory to future teachers and highlights some of the challenges pre-service teachers experience as they explore SFL theory. Findings suggest that the incorporation of SFL theory within the course deepened pre-service teachers' KOL and confidence in using that knowledge to design effective instruction for linguistically diverse students, but that difficulties remained in transferring that linguistic knowledge to robust language focused instructional practice. Implications for teacher education and suggestions for successfully introducing the theory are discussed. Teacher education program standards such as the Interstate New Teachers Assessment and Support Consortium (INTASC) require new teachers to develop content knowledge of their subject matter which includes understanding how academic language works in the disciplines they teach. In spite of this demand for teachers to have a deep knowledge of academic language, teacher preparation programs in the US have not typically integrated linguistic theory within their courses in ways that adequately support the new teachers' KOL (Brisk, Homza & Smith, 2014; Gebhard, Chen, Graham, & Gunawan, 2013). To address the gap in pre-service teachers' (KOL), some teacher educators have begun to integrate SFL into their teacher preparation course sequences for pre-service teachers (Gebhard & Willett, 2015; Schulze, 2015). How to integrate SFL theory effectively into teacher preparation programs so that new educators develop a linguistic awareness and use that KOL to develop robust language-focused pedagogy is an area that needs further exploration. The purpose of this article is to illuminate the effective pedagogical practices used to increase pre-service teachers KOL and shed light on the challenges and benefits of integrating SFL into teacher education programs. Namely, it addresses the following question: How does integrating SFL into a literacy methods class for pre-service teachers enhance their knowledge of language? 1. Systemic Functional Linguistics The functional perspective of language introduced during the course was derived from Halliday's theory of systemic functional linguistics (SFL) (Halliday & Matthiessen, 2014). SFL is a sociocultural-based view of language that contends that language users construct meaning by making linguistic choices and employ language to accomplish tasks in particular contexts (Halliday & Hasan, 1989).

Learning to teach is a highly complex and multidimensional process. This self-study, conducted collaboratively by a preservice teacher and a teacher educator, traces one preservice teacher's development and growth over a 2-year period. The study examines the complexities of learning to teach, as well as the complexities of assisting preservice teachers on their journey to becoming teachers. The data were derived from multiple sources including observation notes, journal reflections, dialogue journals, and the student's action research/self-study paper. The results provide insight into how preservice teachers think, the conflicts they experience, the fears they encounter, and the benefits they derive from systematically examining their teaching and their students' learning. The article describes specific attitudes and dispositions that can impact growth and development. In addition, it discusses a variety of activities to foster reflection and inquiry. r

This paper reports on the findings of a qualitative study conducted to explore the effects of reflective journal keeping by 30 female pre-service teachers studying at a university in the United Arab Emirates. At the onset of the study, the participants were trained on the principles of reflective journal writing and were asked to write in their journals during and after the completion of their weekly field experience over a period of ten weeks. Through content analysis, the qualitative data collected were analysed and four salient themes emerged from the data, i.e., "teaching using technology", "constructive learning", "experiential learning and play", and "class management". The data indicate that the teacher-trainees benefited greatly from writing reflectively as an important exercise that can help them develop professionally and ethically in their careers and aid their students to develop a good understanding of the subject(s) taught. The researchers believe reflective journal writing provides both the pre-service and in-service teachers with unique opportunities to examine and improve their teaching and their students' learning experiences. The researchers likewise believe in order to achieve optimal professional and practical results, teachers should be effectively trained by experienced and skilled educators on to how to write in their journals.

The development of critical cultural competency is commonly regarded as an essential capability in graduates of teacher education programs, and indeed for all university graduates as they commence their professional lives.  This critical cultural competency is important not only for future teachers’ capacity to work internationally, but also to enable teachers to engage the increasing cultural and linguistic diversity of the learners in their classrooms.  Moreover, the ability to teach critically will play a role in the development of their students’ awareness of social justice and global citizenship. The definition of Critical Teaching is contested, and has included the ability to interpret, analyse and evaluate ideas and arguments (Fisher, 2011), or more comprehensively, to develop probing dispositions, cognitive and meta-cognitive skills and certain habits of mind (Costa & Kallick, 2009). In the context of this study, the notion of teaching critically will principally emerge from the reflective examination of cultural assumptions, values and practice, and the recognition of perspective.

This interpretivist qualitative study used a life history method to analyze the foundational tenets of experiential learning in agricultural education and determine if the tenets are common to the components of authentic learning. The four tenets of experiential learning in agricultural education were: learning through real-life contexts , learning by doing (Knapp, cited in Lever, 1952), learning through projects , and learning through solving problems . The four tenets of experiential learning were conceptually aligned with the three criteria of authentic learning because experiential learning engages students to solve problems inductively, actively use and explain knowledge through solving problems, and make connections and apply knowledge beyond the classroom and school, based on real-life problems. Teacher educators, preservice teachers, and in-service teachers of agriculture should base their instruction on an experiential learning model that is grounded on the philosophies of Dewey, Knapp, Stimson, and Lancelot, and aligned with Newmann and Associates (1996) authentic learning standards because it is likely to provide a sound psychological framework for learning.

The article provides a rationale and description of a constructivist parenteteacher approach used to support preservice teachers' understandings of relationships between home and school. Using a critical theoretical framing of policy, social science, and enacted curriculum, the authors ask readers to consider moving away from proscribed models of homeeschool relationships to a partnering lens which allows teachers to view their initial communications as a crucial teacher-learning endeavor. With this approach, preservice teachers are constructing their understanding of parents' views of children, uncovering resources and parents ideals, and empowering themselves to deconstruct/reconstruct images of families in a more just framework.

Training in the use of computers has become a major priority for pre-service and practicing teachers both nationally and internationally. However computer technology is evolving at such a rapid rate that, if an individual undertakes traditional directive-style training in how to use a particular piece of software, that knowledge is likely to be inadequate or out-of-date in a short period of time. This rate of change places immense strain on everyone involved with technology, no matter what their skill levels. Rather than focusing on developing competencies or specific skill sets, this paper proposes that the attention of computer professional development might be profitably be given to computer capability. Drawing on the findings of an action research undertaking with preservice teachers this paper describes a metacognitive approach to computer education which attempts to foster capable life-long computer learners. A range of theories which inform the approach are outlined including social cognitive theory, attribution theory, and learning style theory. The paper illustrates how a metacognitive approach can impact upon computer learners' attitudes, values and beliefs.

Faculty integration of the technology standards and competencies remain a concern in higher education , especially in the movement toward competency-based education and portfolio development. The "CRABwalk within the Crosswalk" occurs as both ISTE educator standards and TETC competencies are collaboratively reviewed and worked. This protocol is designed to help align a team's multiple standards and competencies within one collaborative assessment tool. It provides a cognitive tool to facilitate partnership collaboration that can result in greater individual and team growth and development. This chapter provides a literature review of K-12 teacher education and university faculty perceptions as a cultural models base to the presented Crosswalk to Rubric Alignment (CRABwalk) protocol. Professional standard or competency needs are of focus and therefore meet the needs of each educator group: preservice, inservice, and teacher educator.

Research Findings: Although there have been organizations that have supported cross-university collaboration (e.g., the National Organization of Child Development Laboratory Schools and the National Coalition of Campus Child Care), most laboratory schools have not engaged in sustained cross-program collaboration in order to advance their missions. This narrative describes an innovative and sustained collaborative journey of 2 university laboratory schools that share similar program philosophies and a common value for teacher research with children and preservice teachers. These 2 groups of faculty have developed a unique cross-university collaborative inquiry. Practice or Policy: The authors share highlights of their journey and their insights regarding the positive outcomes of their collaboration, including building a community of practice, articulating their practices, becoming a collective catalyst for change, and providing opportunities for professional development to occur on a daily basis within the context of their work with children. Challenges such as distance, time, cost, and the difficulty of sustaining ideas and relationships are also shared. These minor challenges were outweighed by the participants' sense of joy in sharing perspectives and engaging in continuing dialogue that created lasting, genuine relationships and reenergized their view of the mission of laboratory schools as catalysts for change both for the laboratory faculty as well as for professionals in their communities.

Bu çalışmanın amacı BÖTE bölümünde öğrenim görmekte olan
üçüncü sınıf öğrencilerinin bölümlerine yönelik bakış açılarını ortaya
koymaktır. Araştırma nitel araştırma yöntemlerinden döküman analizi
yöntemi kullanılarak desenlenmiştir. Çalışmada öğrencilerin hazırladıkları
görsel materyaller içerik analizi yöntemi kullanılarak incelenmiştir.
Öğrenciler tarafından oluşturulan 58 görsel materyaller analiz edildiğinde,
8 ana tema altında toplandığı görülmüştür. Öğrencilerin en fazla görsel
materyal hazırladığı konular, BÖTE Bölümü mezunlarının atanma azlığı ve
Bilişim Teknolojileri derslerinin kaldırılması olmuştur. Ayrıca FATİH Projesi
kapsamında hazırlanan materyallerin sayısının fazla olması da göze
çarpan bir diğer unsurdur. Öğrencilerin büyük çoğunluğunun geleceğe
yönelik olumsuz bakış açılarını hazırladıkları materyallere yansıttıkları
gözlenmektedir.

This narrative study describes how podcasting framed as a critical digital literacy (CDL) practice can promote student narratives from a bachelor's degree in English language teaching. I applied the research in a private university in Medellin, Antioquia, Colombia. I planned and designed four steps (Student podcast instructions, research student narratives, producing, and socializing the podcast among participants). During this period, the students create and socialized their podcasts; They had to build these files using their life experiences and their narratives. I collected the data by four field notes,  podcast scripts, the student's podcast, and a semi-structured interview. 
The results could evidence that podcasting has different benefits in the educative field. First, it could become an academic practice valuable for generating critical digital literacy among participants. Second, this practice allows the learners to build and spread their narratives using the English language as a tool for developing themselves and their criticality. The results also evidenced that podcasting as a CDL practice promotes student narratives when students are the search engines, editors, broadcasters, and protagonists of their narratives. All of these characteristics are possible when podcasting becomes a social practice and a scenario where students recognize what the English language is for, and the critical purpose of a narrative.
I propose in Chapter V, a guideline for doing podcasting as a CDL practice to promote preservice teacher narratives.

Teaching and Teacher Education 26 Building self-directed teachers: A case study of teachers' perspectives of the effects of cognitive coaching on professional practices How people learn: Brain, mind, experience, and school Cognitive coaching: A foundation for renaissance schools Handbook of research on educational communications and technology Metacognition in literacy learning: Theory, assessment, instruction, and professional development Educational Leadership 51

Graduates' employability indicates the excellent education and relevant preparation they obtained from their respective degrees. Tracer studies have enabled higher education institutions to profile their graduates while also reflecting on the quality of education they provide. With the foregoing, a tracer study determined the demographic and academic profile of teacher education graduates from 2017 to 2020 in a state university in the West Philippines. It also ascertained the advanced studies they attended after college, their employment data, the relevance of college preparation with their current employment, difficulties they encountered while securing employment and in their present job, and recommendations to strengthen the teacher education program. The study utilized a descriptive survey research design with 80 non-random samples chosen based on availability. The survey was based on the Philippine Commission on Higher Education with modifications elucidated from previous s...

A great deal of research on multiculturalism looks at different approaches to multicultural education and visions of multicultural teaching and learning. Though some research theorizes about how preservice teachers might learn about race or gender, there is very little work that helps teacher educators understand what learning about diversity more broadly, might look like. This study uses the conceptual framework developed by Paine to raise questions about and illuminate differences in the learning outcomes of preservice teachers who participated in two similar yet notably different service-learning experiences. Through examinations of writing tasks we find that teacher learning did indeed depend on the opportunities to learn provided by service-learning placements. Service-learning experiences that facilitated non-traditional power dynamics, engaged out-of-school contexts, and connected to teaching pedagogy were associated with more complex understandings of diversity. We suggest that attention to the relationships between service experiences and learning will help us better manage service learning limitations, better understand the impact of service-learning, and better understand the opportunities to learn inherent in such activities.

The purpose of the study was to examine how team shared mental model (SMM), team performance, and students' course satisfaction change over time and how Team-SMM affects team performance and students' course satisfaction. Forty-eight preservice teachers from two undergraduate blended courses participated in this study. The data were obtained via two online questionnaires (shared mental model instrument and Course Satisfaction Scale) administered throughout Spring 2010. Data analysis was conducted using repeated measures ANOVA and multiple linear regression techniques. Results indicated that Team-SMM and students' course satisfaction changed slightly over time but the change was not statistically significant. Team performance increased significantly over the courses. Additionally, attitudes towards teammates and task were closely linked with effective team performance and students satisfaction. In the early stage of the courses, general team knowledge, resource, and environment explained a significant amount of variance in students' course satisfaction.

Graduates' employability indicates the excellent education and relevant preparation they obtained from their respective degrees. Tracer studies have enabled higher education institutions to profile their graduates while also reflecting on the quality of education they provide. With the foregoing, a tracer study determined the demographic and academic profile of teacher education graduates from 2017 to 2020 in a state university in the West Philippines. It also ascertained the advanced studies they attended after college, their employment data, the relevance of college preparation with their current employment, difficulties they encountered while securing employment and in their present job, and recommendations to strengthen the teacher education program. The study utilized a descriptive survey research design with 80 non-random samples chosen based on availability. The survey was based on the Philippine Commission on Higher Education with modifications elucidated from previous s...

Many preservice teachers (PSTs) enter mathematics methods courses with fixed beliefs about teaching and learning mathematics and their own abilities as doers of mathematics. Using a repeated measures design, I examined changes in PSTs’ beliefs about mathematics teaching and learning at three separate time points-at the beginning of the first semester of a growth mindset-oriented mathematics methods course, midway through the treatment at the end of the first semester, and at the conclusion of the treatment at the end of the second semester of mathematics methods that was forced to pivot to online learning due to the COVID-19 pandemic. Results showed that explicit teaching of growth mindset principles coupled with participation in growth mindset-oriented mathematics methods courses yielded statistically significant improvement for PSTs’ beliefs about Rules and Procedures, Process of Inquiry, Active Learning, and Fixed Ability as measured by the TEDS-M instrument and did not appear to be impacted by the pivot to remote learning. Comparison of a pre-pandemic cohort with the pandemic-disrupted cohort showed no statistically significant difference in Fixed Ability. These findings suggest that resilience, one of the hallmarks of the growth mindset, may serve as a protective asset during periods of profound stress.

We explore development of elementary preservice teachers' reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections (N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem resolution. In this sequential mixed methods design, exploratory qualitative analysis revealed co-occurrence of problem exploration, instructional adaptation, and problem resolution. Confirmatory quantitative analysis found significant relationships: preservice teachers who engaged in more problem exploration or description of instructional adaptations reported more problem resolutions the following week. Results support mixed method, longitudinal analyses to analyze preservice teachers' written reflections, and use of written reflections with responsive feedback to develop preservice teachers' agency for problem solving.

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children's literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers' reflections on their pedagogy and their students' engagement illustrating how the arts can foster inclusive ways of knowing and communicating.

Picture books appeal to readers of all ages for many different reasons. As instructors of child development, we use them as one strategy to help students conceptualize the physical, cognitive, and socioemotional growth of children. We use picture books to introduce principles, explain vocabulary, and encourage students to make connections between theory and practice in early childhood education. In this article, we provide examples of picture books that can be used to understand children from infancy (birth-2 years) to early childhood (2-6 years). Twenty-four suggested titles accurately narrate and illustrate early development.

The purpose of this study was to examine certain characteristics of teachers (e.g., ethnicity, gender, relationship history) and children (e.g., gender, ethnicity) that are unique to the child-teacher relationship. One hundred thirty-eight preservice teachers reported on their relationship with 903 students in kindergarten through fifth grade. Results indicated that the preservice teachers' perceived attachment history was a significant predictor of the quality of child-teacher relationships as reported by the teacher. Gender and ethnic differences were found in teachers' reports of the quality of relationships with students. Results are examined in terms of their relation to theory concerning child-adult relationships and their practical significance. Implications for teacher education are also discussed.

The purpose of this study was to examine the attitudes and beliefs of preservice teachers concerning inclusive education for students with severe disabilities. Individual interviews were conducted with 35 preservice teachers to determine their attitudes and beliefs concerning inclusion of students with severe disabilities and to examine the factors that influenced these attitudes and beliefs.

Tasks proposed to students influence greatly what they learn. These are of great importance,
especially if they lead to an understanding of structural and mathematical concepts and encourage
fluency, flexibility and originality as components of creative thinking. So, it is important to
understand the performance of future teachers in problem solving and posing tasks that foster
creativity and identify tasks that can help achieve this goal. So we developed a study, still ongoing,
in the context of initial teacher education, that seeks to identify math tasks to enhance students’
creativity. We used a qualitative approach and data was collected in a holistic, descriptive and
interpretative way. Our preliminary findings, based on future teachers productions, indicate that the
tasks used, identify some dimensions of creativity in future teachers.

Recent reforms in mathematics education have encouraged teachers to engage their students in various forms of communication. Scholars have begun to consider questions such as: In what ways do teachers facilitate and guide classroom discourse? How does the quality of students' reflections impact the development of rich mathematical understanding? In order to address these and similar questions, the authors provide a framework of four constructs that can be used to analyze various forms of classroom communication: uni-directional communication, contributive communication, reflective communication, and instructive communication. Throughout the article, the authors both develop and use these constructs as they consider two preservice teachers concepts of communication and their corresponding classroom practices.