Previous studies have demonstrated that using guided, targeted, reflections in service-learning (SL) courses can increase student engagement and learning. However, little research has been conducted on how these reflective models can be adapted for faith-based institutions to help students to better integrate faith into their learning experience,…

This study is centered on one English language arts (ELA) preservice teacher's development of her critical pedagogical discourses (CPD) with the contextual discourses of a school placement for preservice teaching and later shift to a full-time teacher before the placement was complete during a pandemic and in the midst of implementing online…

Within this study, I explored English language arts (ELA) pre-service teachers' (PST) language beliefs, specifically the ways in which they align with and diverge from the standard language ideology (SLI) beliefs laid out in the language subordination model (LSM) (Lippi-Green, 2012). The participants were ELA PSTs in both middle grades and high…

Beliefs about teaching influence practice and can play a powerful role in the day-to-day decision-making of teachers. Pre-service teachers commonly accrue their original set of beliefs about teaching from teacher preparation programs or personal experiences, but unlike teachers with more experience, new teachers are most susceptible to changing…

Before second language writing (SLW) teachers' digital practices can be supported, their needs must first be understood. To accomplish effective technology-enhanced instruction, SLW teachers must blend their knowledge of composition theory, second language acquisition, and multimodal composition technologies. However, many teachers struggle to do…

This study deals with the nature of change processes that pre-service teachers undergo throughout their training in an English Language Teaching programme. It also explores the types of beliefs about learning and teaching that pre-service teachers held before starting the practical phase of the programme and whether and how the practical phase…

In recent years, scholars and other educators have encouraged language arts teachers to include LGBT (Lesbian, Gay, Bisexual, Transgender) issues and texts in their classrooms. Despite these efforts, scholars have pointed out that LGBT perspectives are seldom included in language arts pedagogy. Studies of teacher attitudes toward addressing LGBT…

This article investigates the impact of scaffolded feedback instruction provided through an undergraduate methods course. Because of a desire for preservice teachers to have online teaching experience and due to low performance scores in assessment on the edTPA, a project was created which partnered preservice teachers with middle-grades students.…

Preservice teachers often enter English language arts teacher preparation courses with untapped fears of writing and teaching writing due to null or bad experiences as K-12 students. In this article, I follow two preservice elementary teachers through a semester long methods course and reveal how they developed positive, clear images of themselves…

The use of constructivism and its various manifestations in education has been a topic of much interest in recent years. Inquiry into this theoretical framework has resulted in teacher educators' attempts to help their teacher candidates apply constructivist pedagogy in university classrooms, field experiences and student teaching at two US…