Using a figured world framework, the authors explore how social interaction made possible through digital tools shaped the actions and identities of 16 preservice teachers. The findings reveal that providing preservice teachers with virtual access to urban youth’s figured worlds allowed the preservice teachers to better understand the cultural artifacts of these students’ worlds. In doing so, they were forced to acknowledge the importance of maintaining the belief that all students, including those from urban backgrounds, can and want to engage in rigorous learning.

The purpose of this study was two-fold: (1) to understand the perceptions of pre-service general educators about the inclusion of students with disabilities (SWDs) prior to and at the end of a required course on integrating exceptional students; and (2) to determine if there was a difference by program. The authors conclude that infusion of special education content across the curriculum is one recommendation for enhancing and understanding of SWDs, but the quantity and quality of content in this area will vary based on the background knowledge of each instructor. The authors suggest that teacher educators can only strengthen programs by building relationships across disciplines. Instructional strategies and accommodations that seamlessly grant students with disabilities maximum access to the general education curriculum should naturally be infused in methods courses.

This article examines the nature of moral dilemmas mentors from three different national groups (Jewish, Druze, and Arab) encounter in their work in Israeli Arab schools. The findings suggest that in a context of political and cultural friction, such as mentoring in Arab schools in Israel, mentors from different national groups experience professionally moral dilemmas in their mentoring encounters in which personal core values such as truth, integrity, human rights, and physical well-being alongside professional values such as commitment, work ethics, and professionalism are at stake.

In an attempt to provide alternative models of field experience in teacher education, this review study elaborates team teaching.First, the literature will be explored in order to search for team teaching models that can be used during field experiences in teacher education. The study categorises the wide variety of team teaching models into five models, which differ in the degree of collaboration, i.e. the observation, coaching, assistant teaching, equal status, and teaming model. These models can act as a guide when implementing student teachers’ team teaching during field experiences. Empirical research on student teachers’ team teaching shows its advantages and disadvantages for the student teachers, their mentors and the learners in their classroom.

This article describes the process used by cross-department faculty to develop the program design and components and how program evaluation led to revisions that strengthened the program. After five years the quest to develop strategic teachers with the versatility to meet the learning needs of all secondary students continues. Next steps include: developing more field placements that support program goals, building a program portfolio of how candidates and graduates in different disciplines meld differentiation with subject-matter pedogogy, and documenting how principals have created hybrid positions to utilize SDEP graduates in school reform. The authors' experience suggests that merging secondary and special education pedagogy into one coherent program that is co-led and co-taught can result in teachers with a different approach to and skill set for secondary teaching.