One of the most vital forms of dialogue for a novice teacher is the inner dialogue of reflective practice. The purpose of this study was to investigate if and how blogging supports the ability of preservice teachers (PSTs) to reflect on their student teaching experience. Findings suggest that blogging may serve as both response and stimuli,…

Informed by a conceptual framework on boundary crossing, this qualitative case study explored how a student teacher engaged in professional learning through recursive boundary crossing between her field school and the university programme in a U.S. context. The findings revealed the power of boundary crossing as a cyclical, intense, and…

Drawing on the perspectives of six student teachers (including five geography specialists) and two teacher educators, four key components are identified as being crucial to enable those undertaking a geography-focused programme of Initial Teacher Education to thrive rather than simply survive. These include, (1) nurturing an enjoyment of…

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers' (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs' in-the-moment noticing…

Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence-informed profession as part of ongoing major education…

Digital portfolios offer opportunities for reflection and collaboration in teacher education. However, the affordances of mobile devices have scarcely been explored in this context. A mixed-methods study was conducted wherein 44 student teachers collaboratively used a mobile portfolio app for reflection with peer students and mentors during…

This paper presents a study focusing on the feasibility and validity of the SELFIEforTEACHERS self-assessment tool for student teachers, addressing three research questions. Using a mixed methods approach with a convergent parallel design. The study provides insights into quantitative and qualitative aspects of the self-assessment of student…

The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers…

This study is situated in a mathematics teaching practice setting where reflective practice by pre-service teachers was investigated. Instead of having a one-on-one lesson observation, followed by reflection thereafter, this study looked at the joint lesson observation and reflection amongst three student teachers and a supervisor/researcher. The…

Guided by an inquiry as stance approach, this study aimed to explore the perspectives of early childhood and elementary pre-service student teachers on the impact of the edTPA (Teacher Performance Assessment) on their student teaching experiences. The analysis of an online open-ended questionnaire revealed that the claims made by the edTPA…

This study analyzed elementary preservice teachers' (PST) participation in an equity-oriented digital clinical simulation administered in a science methods course. Using the Teacher Moments' open access platform, PSTs completed the simulation, To Intervene or Not, about two students from historically minoritized communities who appeared disengaged…

The aim of this study was to analyze the development of the PCK of a Chemistry student teacher, from a university in southern Brazil, during teaching activities in the Supervised Internship. The theoretical basis adopted in this study was the PCK theory proposed by Shulman (1986, 1987) and some models that unfolded from it. Data collection…

This is a must-have resource for clinical and field experience coordinators and all educators who find themselves in the position of guiding teacher candidates. The authors provide a comprehensive toolkit for the complex work of field instruction, including mentoring approaches; conversation stems; conferencing techniques; lesson debriefing…

The aim of this article is to offer an approach that can be used to develop Decolonial Critical Awareness (CDA) and Decolonial Critical Reflection (CDR) in student language teachers at post-Primary level as part of their Initial Teacher Education (ITE). The article contextualises the rationale for such provision in ITE programmes in the wider…

Over the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programmes offering learning experiences that model and encourage reflective practice. This qualitative instrumental case study research explored the usefulness, benefits,…