This arts-based dissertation explored elementary preservice teachers (PST) beliefs around arts integration and how they plan and teach arts-integrated lessons during the Spring 2023 semester. Through an arts integration professional learning experience and study underpinned by Weems' Imagination-Intellect Theory (2002), the study analyzed two…

Teachers' conceptions of geography play a key role in teacher identity. They also impact students' learning. This paper aims to describe teacher students' conceptions of geography and their sources. Our data comes from two online questionnaires. Participants came from Switzerland (n [subscript Q1] = 20, n[subscript Q3] = 98). In contrast to…

After 20 years, the research on empathy in teacher education has grown tremendously. This concept originally explored in our article 20 years ago, raised questions regarding the type of empathy and its potential implications for preparing culturally responsive teachers. Though research on empathy has increased 3-fold, teacher educators still…

The literature has documented a lack of daily instructional time dedicated to teaching science in comparison to mathematics and literacy in elementary education. Utilizing poetry has shown promise in increasing teachers' integration of science concepts, teaching literacy skills, improving student engagement, and fostering creativity. This study…

One of the factors associated with the educational use of video games is the conception that teachers and students have about their educative usefulness. However, there are no studies that identify what aspects are considered more effective to learn with video games and what kind of learning is more accessible using them. This study aims at…

This paper reports on the development of the Teaching Mathematics for Social Justice beliefs (TMfSJ-B) scale and its psychometric properties. Preservice elementary education teachers enrolled in teacher education programmes at seven universities completed multiple surveys designed to understand the evolution of attitudes and beliefs about teaching…

Teachers' belief systems about the inclusion of students with special needs may explain gaps between policy and practice. We investigated three inter-related aspects of teachers' belief systems: teachers' cognitive appraisals (e.g., attitudes), emotional appraisal (e.g., feelings), and self-efficacy (e.g., agency to teach inclusive classrooms). To…

This mixed methods design-based research study investigated a novel instructional intervention targeting students' motivational regulation strategy use across two semesters in a teacher education course. Course sections (n = 30) were randomly assigned to either an intervention of control condition. Students in the intervention condition received…

With increased emphasis on diversity, equity, and inclusion in teacher preparation, there is a need for efficient instruments to support survey research of teachers' equity-oriented preparation. This article describes the development and initial validation of the Teacher Preparation for Equity Scale, a broad measure of teacher perceptions…

Enhancing students' understanding of aspects of the nature of science (NOS) recommended by the science education community is an important goal of science instruction. This can occur only when teachers are adequately prepared for teaching NOS. However, the science education community is still considering what is needed to enhance the efficiency of…

This paper presents findings from a quantitative investigation of preservice teachers' beliefs about using students' home languages as resources in educational environments. The study looked into the relationships between preservice teachers' professional learning opportunities and their home language beliefs, which had been mostly ignored in…

Preservice teachers face the challenge of integrating multiple types of knowledge, such as pedagogical-psychological knowledge and subject-specific pedagogical knowledge. We investigated whether prior instruction emphasizing the importance of knowledge integration (relevance instruction) supports preservice teachers in using both knowledge types…

The purpose of this study was to explore how Korean preservice elementary teachers' beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three…

Teachers' use of everyday cognitive heuristics can lead to biases in information processing and, thus, to unfair assessments of student characteristics. This problem can be addressed by a core aspect of research-based learning, i.e., by making use of principles and methods of empirical research in order to systematically collect information.…

This study explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative "critical incidents". The study posits that reflections on critical incidents are often not "critical" in nature. They more frequently result in counterfactual thinking…