Higher education in pedagogy is abundant in theoretical courses and knowledge, whereas practicum in schools in Russia, for example, only takes place in the 3rd or 4th year of the bachelor's degree programme, with a maximum length of 4 weeks, thus leaving the theoretical propositions without proper application. The gap between theory and real life…

The study examined the effect of the use of 'personal reflective diaries' and 'group-friendly criticism' to assess professional development and self-empowerment among 47 Israeli final-year pre-service teachers in a seminar course, and later on, perceptions and insights during their practicum and their internship year. Content analysis of holistic…

Background: Research suggests that many educators hold inaccurate or incomplete perceptions of poverty leading to stereotyping of students living in poverty. It is important for future teachers to understand more about the complexities of poverty so they can bridge gaps between misconceptions and understanding for their students, families, and…

When students decide to become physical education teachers, their perceptions of physical education are based mainly on how they experienced it themselves. Once they enter a teacher preparation program, professionals in the field must work together to help create awareness of what quality physical education is, especially for those who may not…

This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to speak, listen, and be heard. We share examples of democratic commitments and shifts in our own understandings of the role of the teacher and professor. We…

Background: Immersive VR is still rarely used as an intervention for meeting the affective end goals of student learning despite its positive impact on affection. Also, studies regarding the use of immersive VR as an intervention for affective achievement in broader educational contexts are still lacking. Objectives: This study aimed to examine…

Videos are pivotal tools in pre-service teacher training. First-person, third-person, and 360-degree perspectives are commonly used types and the optimal type remains undetermined. In our study involving pre-service teachers (PSTs), we evaluated the efficacy of 360-degree videos against the first-person and third-person perspective videos…

This study examined microteaching using computer-supported collaborative learning (CSCL) to assist student teachers in anticipating student voices and achieving authentic role-play. To achieve this, the design had two manipulatives: tangible puppets as "mediating manipulatives" that allow student teachers to elicit a variety of imaginary…

Australian preservice teachers (PSTs) are required to show evidence that they can 'engage with parents/carers' (AITSL Standard 7.3). This paper reports on a pilot study of PSTs, in their final year within an Initial Teacher Education programme, in a mixed reality learning environment immersing themselves in authentic and challenging conversations…

The purpose of this study was to explore an approach to an elementary science methods course that utilized a science notebook to physically distinguished multiple perspectives of science teaching and learning. We conceptualized teacher candidates' (TCs') thinking within a framework titled "Exploring Multiple Perspectives in the Methods…

Teachers must have an understanding of dyslexia, including characteristics, assessments, and interventions, but also an understanding of the reactions the students may display when faced with these learning difficulties. In addition, teachers need to be aware of how their typical classroom practices may cause even further disruptions and…

This study focuses on the self-efficacy of preservice teachers enrolled in a co-taught early childhood education course on special education. The course was developed to increase awareness and access to special education through a field-based co-taught practicum course. Instructors from general education and special education shared planning and…

How might teachers and students deepen dialogic space in online discussions centered on race? This paper explores challenges of creating shared spaces of collective inquiry online across audio/visual/written modes. We explore why participants switch modes--e.g. from oral/visual participation to written chat--while participating in a synchronous…

We investigated whether camera placement affects peer teachers' focus of attention during reflection. Preservice music teachers (N = 14) reflected on peer teaching videos that had been recorded simultaneously from a head-mounted camera and a tripod-mounted camera at the back of the classroom. Participants completed the teaching reflection cycle…

We present an empirically based model for modeling the quality of pre-service teacher reflection. Conversations from twelve groups of a total of 47 pre-service teachers were video recorded and transcribed verbatim. First, we analyzed their conversations through practical epistemology analysis and an operationalization of Dewey's definition of…