Student teachers have to cope with distressing emotions during teacher education. Coping is important in relation to both attrition and bridging the gap between being a student teacher and starting work. The data consist of semi-structured interviews with 25 student teachers, which were analysed using a constructivist grounded theory framework.…

Teachers regularly communicate with families, yet few candidates are well-prepared for this professional activity. This gap can hinder family-school partnership and pupils' success. Given that candidates' opportunities to learn about family engagement (FE) depends on the decisions and values of individual teacher educators, we illustrate how FE…

Cooperation between home and school benefits pupils' wellbeing in many ways. Hence, it is of utmost importance that teachers are able to cooperate with families in early childhood education as well as in primary and secondary education. In order to work effectively with the diversity of families, teachers need to develop their skills and knowledge…

The study explores the main methods that are used to identify gifted students at both foreign and Russian schools: academic competitions, earned grades, the administration of special tests, and teacher opinions about the individual academic performance of their students. The authors note that none of the criteria are universally used insofar as it…

Transition planning must consider all aspects of the student's postsecondary goals. Although the makeup of personnel in educational settings are predominantly White, the number of students from culturally, ethnically, and linguistically diverse (CELD) backgrounds continues to grow. This article promotes personal reflection on cultural competence,…

This study reports on the design of a video-based instrument to assess student teachers' parent-teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent-teacher conferences. Taking into account both conceptual and…

The research is clear that parents and families are an essential component to the education of the whole child. Since this is so well-documented, it is essential for educator preparation programs to have coursework and experiences focused on this critical aspect of education. New teachers must leave educator preparation programs with the skills…

This article uses the concept of 'superdiversity' as a lens through which various conceptualisations of diversity in Norwegian early childhood education and care policies and professionals' understandings are made visible. Although Norwegian early childhood education and care is expected to highlight, value, and promote diversity and mutual…

Rather than being confined to academic knowledge provided by university-based programmes, there are calls for teacher education to embrace the knowledge situated within local communities. Drawing on the theories of community knowledge in teaching and teacher education, this paper reports the results of a study that explores community members'…

This study explores how Latinx teachers engage in social justice agendas for their Culturally and Linguistically Diverse students, specific barriers and support systems these Latinx teachers encounter in their social justice work, and the educational strategies Latinx teachers value in their role as advocates in their social justice work. The…

There are many positive effects that family, school, and community partnerships (FSP) have on student achievement, behavior, and social-emotional development (Desforges & Abouchaar, 2003; Epstein, 1994, 2011; Graham, 2011; Henderson & Mapp, 2002; Jeynes, 2005, 2007; Ulugag, 2008). Due to the many benefits FSP have on student educational…

Family-professional partnerships are vital to the provision of appropriate and effective special education services for young children. Despite the recognized need, teacher educators in early childhood and early childhood special education have faced challenges in preparing their students to partner with families from diverse cultural and…

This article presents results of a field-based course for sophomore preservice teachers to prepare them to work effectively with English language learners (ELs). Qualitative and quantitative measures were taken to gain insight into the degree of course participants' increase of awareness about ELs' characteristics, their social and academic…

Teachers must learn to enact practice based on asset-based perspectives of students, families, and communities of color. Asset-based framing must not remain a conceptual notion alone; rather, asset-based frames must have a place in the actual practice of teaching. We report on the design of a teacher education learning activity where interns enact…

This study explores how a transient community of Chinese visiting scholars in the US negotiates the language norms and identity in the transnational spaces. Transient communities, being different from diasporic stable communities in terms of flexibility and fluidity of movements, are subject to continuous negotiation of social or language norms.…