Mathematics self-efficacy (beliefs about oneself as a learner of mathematics) and mathematics teaching efficacy (beliefs about oneself as a mathematics teacher) are important constructs that influence pre-service teachers' (PTs') learning and teaching (Bandura 1986). However, less is known qualitatively about how PTs define good teaching and…

The present study investigated the development of pre-service teachers' skills, beliefs and knowledge about inclusive education. At Time 1, pre-service teachers completed questionnaires on their beliefs and wrote a Teaching Philosophy. At Time 2, they identified differences in their responses from Time 1 to Time 2. Overall, teacher candidates…

This study utilizes multimodal narrative reflection to examine pre-service teachers' beliefs regarding language education. Building awareness of beliefs acquired by reflective practices is fundamental to the improvement of teacher education because reinterpretation of beliefs allows for the consideration of new frames of reference for language…

This article systematically reviews and critically appraises the research published since 2000 on preparing preservice teachers for English language learners (ELLs). Employing Feiman-Nemser's framework for teacher learning, the authors address what the research suggests about the nature and outcomes of preservice learning opportunities offered to…

This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically…

Stemming from a problem of practice in the author's justice-oriented social foundations course, this article investigates the relationship between pre-service teachers learning critical conceptual tools about justice and equity, and the 'problem of enactment' of leveraging that learning in their practice. Drawing on a theoretical framework linking…

The purpose of this instrumental case study is to investigate mathematics and science teacher candidates' (TCs) beliefs about questioning and acquisition of questioning skills. Twenty-eight seniors from a major university in northern Turkey volunteered for the study. We conducted one to one semi-structured interviews with 10 of the TCs, the…

We report on efforts to better understand the questioning practices used by preservice elementary teachers (PSTs), including the range of preferred question types and the values they invoke when evaluating their questions. We sought to determine whether teachers exhibited consistent patterns in selecting questions with certain features, such as…

Despite the importance of teachers' conception of effective problem-solving instruction, limited attention is given to this area in the current literature. In this study we examined 96 preservice teachers' (PSTs) views on effective problem-solving instruction and how their conceptions are related and reflected in their views on problem solving and…

This study explores the effect of an innovative course examining Greek elementary student teachers' (STs') efficacy beliefs and self-confidence for curriculum-based teaching on "Studies for the Environment" topics. These two variables are influencing teachers' ability to teach environmental issues for young children. Five new factors…

Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers' experiences during this phase are…

Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers' mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers' perception and planning…

We investigated the characteristics of early childhood education (ECE) preservice teachers (PSTs) who were identified as closed minded and their capacity to deal with controversial issues. We define open-mindedness as the willingness to consider experiences, beliefs, values, and perspectives that differ from one's own. First, we used quantitative…

Teaching practice (TP) remains one critical means of exposing student teachers to actual classroom experiences with a view to equip them with the needed pedagogical skills. The voice of the student teachers is vital in order to understand their experiences in the field as a way to ensure better outcomes for current and future teacher trainees.…

The aim of my study was to explore the nature of changes in pre-service science teachers' (PSTs') self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching ("Cope-M"). Participants' science teaching…