In this study, we explored early childhood and elementary preservice teachers' science and mathematics teaching efficacy to elucidate pathways to improve teacher preparation programs. Quantitative survey and open-ended responses data were collected from 180 preservice teachers from four universities in the United States. Multilevel ANCOVA and…

Writing assessments in the United States show that young emergent bilinguals perform significantly below their English-only peers. Researchers have attributed this to underprepared teachers resulting from the lack of second language (L2) writing preparation in teacher education programs (TEPs). This study examines the positioning of…

This study was organized to examine the impact of a field experience for elementary preservice teachers working with young children enrolled in a summer academy focusing on early mathematics. The academy was designed to provide engaging learning experiences to support the development of early number concepts for pre-K students from an elementary…

This work explores mentoring triad relationships between pre-service teachers, school-based cooperating teachers, and professors at a community college. Using cultural historical activity theory, we provide a retrospective analysis of the factors influencing the success of the mentoring relationships. We assessed 60 mentoring triads with a rubric…

This study investigates teaching efficacy beliefs of Turkish early childhood preservice teachers toward education for sustainable development (ESD), as well as their personal efficacy and outcome-expectancy beliefs regarding ESD. The study also examines whether or not significant life experiences, year of undergraduate study, and taking courses…

Teacher preparation programs in the US have addressed complex teaching practices, like mathematical discourse, by engaging preservice teachers in the practice of teaching. This qualitative study reports on the nature of conferences about the discourse between an elementary education preservice-inservice pair participating in a model that…

Co-teaching is a fieldwork model in teacher education used to describe the shared responsibility of educators engaging in the process of planning, teaching, and reflecting to support student learning. While research often describes this model between teacher candidates and mentor teachers, this research examined co-teaching between university…

In this article, the author presents an analysis of 23 school stories (Clandinin & Connelly, 1996) composed by preservice teachers as part of an elective course in an undergraduate teacher preparation program. Three layers of analysis--topical, thematic, and theoretical coding--provide insight into the contribution of the school story genre…

This study examines and analyzes the impact and support of preservice teachers on 74 featured P-5 students' learning outcomes during units of instruction in three practicum tiers in an early childhood education program. The quantitative results indicate a significant difference in the P-5 students' gains on the pre- and post-assessment…

Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program.…

Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20- second observe and 10-second record…

This study is an examination of early childhood preservice teachers' kindergarten internship experiences to identify the supportive and challenging conditions for their learning and explore in what ways those conditions are productive or unproductive for them, based on ecological perspective as a theoretical framework. Qualitative data were…

Research indicates that partner placements--pairing two preservice teachers with a mentor teacher--provide a supportive and collaborative context for learning to teach. This qualitative study examines three partner placements in a 100-hour urban field practicum to understand how preservice teachers experience and perceive partner placements, and…

This investigation examined the attitudes of beginning general education teachers (preservice and early career) with respect to teaching in inclusion classrooms. Sixty graduate students, taking a survey at the conclusion of a special education course, completed Q-sorts constructed to evaluate responses regarding attitude toward (a) inclusion, (b)…

The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. The participants were enrolled in a mathematics methods course for…