Using Garcia and O'Donnell-Allen's pose, wobble, flow framework, this research discusses how a group of literacy teacher educators worked together to implement culturally proactive pedagogies (CPP) in their undergraduate courses at different universities across the United States. With increased cultural diffusion and diversity across the globe,…

This article reports on a case study that collected qualitative data from seven teacher educators in two universities, respectively, from China and Scotland. Drawing on the rationales for, and ideologies about internationalisation from postcolonial perspectives, our data analysis highlights the participants' divergent views about the rationale for…

Teachers' professional identity is multifaceted and fluctuating, and while it is formally developed during initial teacher preparation, it is influenced by experiences before and beyond teaching programmes. The aim of this paper is to investigate the extent to which a module on language curriculum development may influence the professional…

A previous special issue of this journal (Vol 46, 4) demonstrated the significant challenges for programmes of initial teacher preparation unleashed by the COVID-19 pandemic. After forcing urgent changes, the pandemic also prompted some teacher-educators to reconsider fundamental principles underpinning their programmes, as they decided which…

The study explores inter-professional collaboration between a teacher educator (TE), and preservice teachers (PSTs) and a co-teacher (CT). The co-teacher is a practising schoolteacher employed part-time by the university due to expert skills in managing challenging behaviours. The main aim of the study was to answer Master of Teaching PSTs…

This article provides a critical exploration of the textbook-based character of Finnish educational culture. The opening section points to the need to recognize and better understand the role of textbooks in Finnish education. The next section outlines how and why textbooks have become a characterizing feature of Finnish educational culture before…

Differentiated instruction has been identified as the most effective means of addressing the various learning, cultural, ethnic, and socio-economic differences within inclusive classrooms. The purpose of this study is to review and evaluate the professional preparation that Canadian elementary school teachers are offered in their university…

This study examined student teachers' perceptions of how well their Teacher Education (TE) had prepared them for 21st-century competencies, and how well they applied these competencies to their teaching. In addition, the study sought to identify best practices, major obstacles, and suggestions to achieve these competencies. The study was…

Set against a particular policy context in the Republic of Ireland, this study explores the stories of seven pre-service teachers' experiences of being mentored during their final School Placement practicum. Their stories were prompted by videos of their School Placement practice and collected using narrative interview methods. Findings suggest…

This case study examines a Chinese and Korean-Chinese pre-service teachers' perceptions of their mentor teachers' role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher's open conversations and willingness to host those students bring positive influence on their learning…

The few studies conducted in Europe to date suggest that little attention is paid to pre-service teacher preparation for family-school partnerships (FSP) and that many teachers feel unprepared for such work. In England there has been little research in this area but a government review of best practice in parental involvement with schools…

Pre-service teachers typically find it challenging to implement cooperative learning authentically in schools given the complexities of classroom environments. Curriculum integration also is demanding because it requires combining research-informed pedagogies and best practices to promote academic and social learning. This article describes how…

Even though there is no common conceptual basis guiding teacher education in Canada, over the past two decades teacher educators both in Canada and around the world have called for teacher candidates to become agents of change. While researchers across Canada strive to demonstrate "how" to prepare pre- and in-service teachers to be…

This paper examines the understandings ("constructs") of teachers' professional knowledge and its sources that underpin current practice in initial teacher education in Kazakhstan and in particular the way in which pedagogika contributes to these. Drawing on empirical data collected over four years, the paper illustrates the ways in…

This paper presents a critical investigation of a group of 11 religious education (RE) student teachers' views of the promotion of fundamental British values (FBV) undertaken in 2015. Using qualitative methods, data were collected in two semi-structured group interviews. Drawing from the perspectives of Foucauldian methodology and critical theory,…