In recent years, there has been a growing recognition of the need to understand teaching and learning not just as cognitive but also as affective experiences that are imbued with emotional complexity. There is also an emergent body of research on how to teach difficult knowledge of war. Joining this scholarship, this article presents research…

Reflective practice is an important component of preservice teacher education programs and is frequently used during field experiences; however, less is known about reflective practice in microteaching. This qualitative case study examined preservice secondary STEM teachers' reflective practices after their microteaching experience in a STEM…

This case study examines six English Language Arts (ELA) preservice teachers (PSTs) and the ways they recognize injustice and inequity in education, plan for addressing such issues, and engage as teacher-activists toward impacting the issues they recognize. This research was guided by the following two questions: In what ways do ELA PSTs use their…

In this technologically advanced time in history, distance learning has become a preferred mode of instructional delivery in higher education. From 2019 to 2021 there is a rise and fall of postbaccalaureate undergraduate students enrolled in at least one distance course and who enrolled in distance learning courses exclusively. In 2021 about 56%…

This study investigates how preservice elementary teachers (PSTs) engage and reflect on two science disciplinary practices: engaging with representations and engaging in evidence-based arguments. In the context of elementary science, teachers blend multiple practices across curricular topics and instruction. However, studies of teachers' use of…

An exploratory, within-subject study examined the extent to which 34 preservice teachers noticed the implementation of high-leverage practices (HLPs) in special education classrooms within three virtual field experiences (VFEs). The purpose of this study was to examine the extent to which preservice teachers could accurately identify HLPs across a…

Mobile tools are integrated into teacher education settings to provide contextualized, connected, and collaborative teacher learning practices. In this case study, the video-enhanced observation (VEO) app was used in a science methods course to facilitate preservice teachers' reciprocal peer-teaching of inquiry-based lesson study. This research…

The sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher…

Learners need to develop multifaceted skills and knowledge in order to productively engage with today's increasingly uncertain world. To this aim, science educators strive to build students' science knowledge by engaging them in scientific practices, such as collaborative inquiry, which are social and collaborative in nature. However, learners…

The purpose of this mixed methods research was to investigate the development of 55 preservice elementary teachers' science teaching self-efficacy beliefs through analysis of their reflective practices in a science method course. This year-long study was conducted at two public universities located in the USA and Canada. Within the theoretical…

Prior to the fall semester of 2017, the elementary preservice teachers who were enrolled in a science methods course engaged in a variety of field experiences across different settings, mostly informal. Beginning in the fall semester of 2017, students enrolled in this science methods course completed their field experience in formalized classroom…

Mathematical writing is one way for primary students to communicate their mathematical thinking. Research in the field of writing has shown that to become an effective teacher of writing, preservice teachers must have experience engaging in the kinds of writing given to their students. The study reported in this paper explored how 27 preservice…

Even though K-12 educators must assess student learning and adjust instruction based on learning data, many teachers lack confidence in their ability to assess. Because low confidence levels may be due to inadequate teacher preparation, this study invokes the pivotal SoTL project, Transparency in Learning and Teaching (TILT), as it examines TILT's…

Geography education research has identified several concerns in geography education and recognizes several systemic and cyclical issues which serve to impede effective implementation of geography education. A pattern to be recognized in the review of literature is the consistent communicated concerns of ill-prepared geography teachers.…

Purpose: The purpose of this study was to examine how preservice teachers (PSTs) developed their adaptive competence in lesson planning through repeated rehearsals and reflections in an online learning environment. Methods: A case study design utilizing descriptive analysis was used to analyze data collected from a series of lesson plan iterations…