Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary…

This research investigates aspects of epistemic beliefs of pre-service and in-service teachers in the United Arab Emirates, and how these beliefs might be related to factors such as teachers' gender, location (where they live), and the subject they teach (humanities vs. science). A standardized Arabic version of the Epistemic Belief Inventory…

The quality of mathematics teaching in Lesotho primary education remains one of the vexing problems in the education system. The study investigated how teachers viewed the impact of instruction on enhancing their knowledge of teaching. Data for the study were elicited from the second-year students enrolled for a Bachelor of Education in the…

During 2009, three alternative teacher retraining programs in English as a Foreign Language, mathematics and biology were launched for the first time in one of Israel's largest teacher education colleges. The programs, which offered varied economic incentives to participants, were initiated by the state owing to shortages of teachers in these…

In this qualitative study the authors investigated how prospective teachers' professional goals were understood by participants. Interviews of 25 prospective teachers from the United States were collected as part of a larger mixed-methods study. Qualitative data from interviews (the focus of this study) examined the profiles of the three…

This study reports the impact of different cultural values on the teacher education of Chinese teacher trainees. By examining their perceptions of the effectiveness of teaching practice feedback, the study uses Hofstede's dimension of "individualism" (IDV) to explore the "culture bumps" which may occur between teacher…

This study described the application of Appreciative Inquiry (AI) in a graduate-level teacher education course to guide teacher candidates' interactions with culturally and linguistically diverse student populations. Through the process of "Discover," "Dream," "Design," and "Delivery," teacher…

This study investigated the relationship between emotional intelligence and teacher efficacy among 90 English language pre-service teachers from a university in Turkey. Data sources included Tschannen-Moran and Woolfolk-Hoy's Teachers' Sense of Efficacy Scale and Reuven Bar-On's Emotional Quotient Inventory. The findings indicated that Turkish EFL…

This paper reports a qualitative study on the epistemological beliefs of seven pre-service teachers, their beliefs about learning and teaching, and their perceptions about the use of information and communication technologies (ICT). Findings suggest that the teachers' beliefs about learning seem to align with their epistemological beliefs, while…

The purpose of this paper is to explore teacher motivation and well-being. Our analysis focuses on two central concepts, the notion of a "calling to teach" and of teacher "hopefulness." Data from 205 preservice and inservice teachers were collected to determine teachers' sense of calling and level of hope. Results indicate that overwhelmingly,…

This study aims to examine pre-service teachers' knowledge and regulation of cognition. The authors administered Schraw and Dennison's Metacognitive Awareness Inventory to 254 pre-service teachers in Singapore. The results showed no significant difference by educational level on all subscales except for evaluation, which is a subscale of…

In this article, the authors describe a school-university relationship which aims to sustain dialogue between educators who are positioned differently in relation to pre-service teacher growth. The authors distinguish an "intentional partnership" model from other approaches to school-university collaboration, providing a rationale for their focus…

Enlisting pre-service teachers to engage in critical thought about diversity, equity, democracy, and power relationships is a challenging responsibility. The authors' work at a large urban community's metropolitan university in the mid-Atlantic region of the United States is designed to help pre-service teachers understand these concepts at a…

This paper reviews a classroom practice designed to help teacher candidates become more critically reflective practitioners in regard to multiculturalism, language, and practice. The literature on teacher education and multicultural discourse theory serves as theoretical background. A questionnaire was used to collect data about student attitudes…

This study examines the emerging teacher literacy identities of Ian and AJ, two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses' discourse of…