Preservice field placements and student teaching experiences have been identified as influential factors in elementary teaching candidates' (ETCs) development as teachers. This study examined several factors during the student teaching experience, including the English language arts (ELA) teaching self-efficacy of cooperating teachers (CTs) and…

This article explores the place of teacher dispositions in English teacher preparation by contextualizing the issue of dispositions in English teacher preparation. This allows consideration for the importance of developing professional dispositions during English teacher preparation by recognizing that various stakeholders (teacher educators,…

What can we realistically expect teacher educators to do with technology, given the contexts in which they find themselves, the skills that they bring to their contexts, and the changes that they would need to make? We attempt to answer this question through three self-studies as we integrated technology into methods courses and student teaching…

Describes the field experience component of Hawaii's PETOM (Preservice Education for Teachers of Minorities) program. Student teachers visit rural schools, becoming acquainted with their future students and schools. PETOM offers experience with many classrooms and teaching modules. Students are encouraged to reflect and analyze, thus developing…

This study examined how, prospective teachers, cooperating teachers, and university supervising instructors saw their roles as learners and teachers and what these individuals learned about learning and teaching English language arts in the context of a partnership arrangement between the University of Alberta's (Canada) Faculty of Education and…