Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers‟ skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semes...

Self-assessment is a powerful technique for improving achievement. In this article we outline a theory of teacher change that links self-assessment by teachers to their professional growth. This theory provides avenues for peers and change agents to influence teacher practice. We apply the theory to change in mathematics teaching and report an explanatory case study in which use of the self-ass...

Teacher education requires an account of the complex ways that beginning teachers negotiate their relationships to social justice. A determinate view of identity successfully describes relationships to relatively stable social justice positions. This supports the adoption of pedagogies of discomfort and inquiry. However, socio-cultural accounts of identity emphasise indeterminate aspects of ide...

This article argues that current re#ective practitioner models have a temporally truncated bias that has resulted in an emphasis on retrospective over prospective re#ection. The temporally distributed nature of prospective teacher thinking is illustrated using data from a study that examined six Intern teachers' future-oriented re#ection. Themes that emerged from Interns' graphical depictions a...

This paper addresses the question of how teachers learn from experience during their pre-service course and early years of teaching. It outlines a theoretical framework that may help us better understand how teachers’ professional identities emerge in practice. The framework adapts Vygotsky’s Zone of Proximal Development, and Valsiner’s Zone of Free Movement and Zone of Promoted Action, to the ...

In this paper, the authors revisit the pre-service teacher practicum experience and propose that mobile technology, with its ability to provide instant communication and immediate access to resources, could minimise the “disconnect” between theory and the school classroom and improve the experience for all parties involved. However, before this project began, the wide-ranging ethical considerat...

We argue that there are a vast number of “interacting” factors that impact on the quality of a pupil’s learning experience. For example, the teacher’s pedagogical values, their understanding of the topic, the size and ability range of the class, the policy context of the school, the resources available, the prior knowledge of the pupils, and their behaviour. With regard to interactive multimedi...