Language teachers come from diverse and multilingual backgrounds. This also generally characterises preparation programmes that have been developed to prepare elementary and secondary school language teachers for increasingly globalised, pluralistic, interconnected classrooms. Despite variations, there is value in attempting to identify common…

Alternative teacher certification routes in the United States gained recognition in response to the teacher shortage since the 1980s. However, the unique challenges these teachers face result in concerns of quality and retention. The purposes of this study were to (a) investigate novice alternatively certified teachers' (ACT) perspectives on…

Implementation of the Common Core Mathematical Standards and Practices (CCSS) has emphasized the importance of instruction that develops both procedural knowledge and conceptual understanding. Novice teachers have experienced the implementation of the CCSS during their PreK-12 experience, as well as within their teacher preparation program. It may…

A university-school district partnership program designed to increase recruitment and retention of science and mathematics teachers in schools identified as low performing by the school district, paired potential or novice teachers with veteran teachers in elementary or secondary schools. All participants received mentoring to build instructional…

Arab teachers in Jewish schools (AJ) constitute a unique case of minority teachers. This mixed-methods study set out to examine the school experience of AJ (N = 101) in comparison with two groups: Arab teachers in Arab schools (AA; N = 76) and Jewish teachers in Jewish schools (JJ; N = 99). The questionnaire measured three aspects of the teachers'…

This study offers an insight into the experiences of three newly qualified English primary teachers and their pupils as they sought to develop dialogic teaching in lessons. It draws upon a range of literature from the field of classroom talk, with a particular focus on the work of Robin Alexander to underpin teacher/researcher professional…

This paper examines a social design-based approach to supporting beginning elementary school teachers toward ambitious and equitable mathematics teaching. First-year teachers were enlisted as co-designers of a learning community aimed at supporting participants to build classroom math communities that leverage students' diverse mathematical…

Mathematics teaching in the United States has notoriously and historically been classified as skill and drill instruction where the main focus of mathematics teaching is procedural fluency across all grade levels. In order to change this norm, we need to seriously consider how we prepare prospective teachers and in turn, how we support those…

The current study aimed to examine the perceptions of primary school teachers in different periods of their professional life regarding what constitutes professional development and their experiences with reformed professional development courses. Teachers (N = 45) were enrolled in the study from three professional life periods (entry-level,…

While important theoretical work has helped define the goals of teacher professional development in multicultural science education (MSE), less is known about how beginning elementary teachers' strengths may inform this work. The purpose of this case study is to examine potential starting points for professional development based on elementary…

Scholarly calls to reform science education for all students emphasize scientific sense-making. Despite the importance of sense-making, few strategies exist to help novice teachers learn to notice and respond equitably to students' scientific sense-making in elementary science. In this article, we report on a qualitative case study in which we…

Pre-service teachers in Australian Initial Teacher Education programmes gain classroom experience through supervised, formally assessed professional experience placements and internships. This in-situ experience is recognized as important in the development of professional identities, knowledge and skills. However, many pre-service teachers lament…

In this quantitative survey study designed to explore elementary school leaders' intercultural sensitivity in internationally-focused public schools, 43 leaders (33.3% response rate) completed Chen and Starosta's Intercultural Sensitivity Scale. This scale consisted of 24 statements in five factors (respect for cultural differences, interaction…

Central Tasks of Learning to Teach provided the theoretical framework for the first study involving one in-service elementary physical educator teaching integrated classes while reflecting on three major stages of the teacher's career, (1) the preservice, (2) the induction, and (3) the continuing professional development periods. Data revealed the…

Teacher preparation programs and school districts annually invest significant personnel and money to support cohorts of preservice teachers and new first-year teachers. Despite this support, the transition from teacher preparation to the first years of teaching remains challenging. In this article, the authors discuss the impact of a New Teacher…