In this article, we look at three teacher education programs across three countries--Australia, Bhutan, and Canada--to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an…

In this paper, the utility of instruments for evaluating how well preservice teachers are being prepared for teaching students with intellectual disability in inclusive classrooms are explored. This included an investigation using an instrument to assess the attitudes of first-year preservice teachers (PSTs) toward individuals with intellectual…

This mixed methods study investigates the role of AI chatbots in assisting preservice teachers with creating differentiated lesson plans that emphasise student diversity and inclusion within an online learning environment. By conducting a comparative analysis of preservice teachers utilising AI chatbots versus those who did not, the research…

This research examines the consequences of a mandatory assessment for pre-service teachers in Australia that is completed during their final teaching placement. The Teaching Performance Assessment (TPA) is an analysis of practice that incorporates video of teaching episodes, observation feedback, and analysis of pupils' work samples.…

Online learning has radically altered educational access; however, challenges emerge for learning domains relying on practical learning experiences, such as the creative arts. Research shows praxis is vital to effective arts teacher preparation. However, as Australian initial teacher educators, we noted the challenges of engaging online students…

In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative…

Background/Context: In this article, we draw on Villegas's explanations of beliefs as precursors to social justice dispositions and Mills et al.'s Australian research about social justice dispositions as either affirmative or transformative. These conceptual positions assist us in understanding the beliefs that are derived from applicants'…

This article explores pedagogical renewal through an analysis of vignettes from four international pre-service teachers in an initial teacher education programme at an Australian university where learner-centred practices are prioritised. To understand their pedagogical journeys during their course, data was collected through a series of questions…

Whilst Initial Teacher Education (ITE) is only one leverage point for teacher professional learning and development, it is of vital importance that ITE supports pre-service teachers (PSTs) in developing knowledge and skills necessary to promote inclusion of students with a disability in their class-spaces. Whilst 'inclusion' is a key feature of…

Recognition of the inherent value of the Creative Arts in society seldom extends beyond rhetoric to meaningful action. The powerful ways the Creative Arts are positioned within curriculum documents, for example, stand in contrast to entrenched problems such as poor teacher attitudes, disengaging teaching practices and low status. Initial Teacher…

Initial teacher education programs regularly engage students in service-learning programs, providing an additional pathway to personal, professional and pedagogical transformation in their learning journey. One of those pathways is through service-learning placements in community arts projects. This paper reports on a study of arts-based…

The Partners in Literacy and Numeracy Western Australia (PLaN WA) program was implemented within a School of Education to complement initial teacher education offerings. In forming a mutually beneficial service-learning program, schools received support from pre-service teachers to assist both primary and secondary students with their literacy and…

This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers' (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective…

We explored primary pre-service teachers' beliefs about challenging mathematical tasks and the role they perceived their initial teacher education played in influencing those aspects. Fifty-seven pre-service teachers completed an online questionnaire, and four participants were individually interviewed. Results showed that most participants…

Pre-service teachers (PSTs) need sound Knowledge About Language (KAL), both for their own professional communication and for their teaching practice. In the longer term, enhanced KAL will benefit our graduates in their implementation of the Australian Curriculum. This paper reports on work with First Year PSTs at one Australian university. We…