The purpose of this study was to obtain information from a group of beginning teachers regarding how teachers who enter the field through alternative certification programs respond to the induction programs, in comparison to those who enter through more traditional programs. The results indicate that there are more similarities than differences in the experiences reported by 1st-year alternative-and traditional-entry teachers. These results indicate that teacher education certification programs and beginning teacher support programs need to take into consideration the unique needs of alternative-entry teachers because of their previous experiences and expectations.

This study examined the perspectives of preK-12 teachers from five nations. These teachers share their attitudes regarding the concepts of culture and citizenship and the intersections of those concepts. The authors gathered data on the perspectives expressed in online discussions among 125 in-service teachers enrolled in master's degree programs in Brazil, Colombia, Ecuador, Paraguay, and the United States.

This study aimed to explore student teachers’ views regarding 1) the efficacy and the applicability of a brief teacher education programme in certain counselling skills; and 2) its impact on their competence to adequately apply a SEL intervention programme in their classrooms. The authors consider that the results of this study highlight the need for applying inservice training in counselling skills for teachers.

This study compared three teacher preparation programs at a Midwestern university. The purpose of the study was to examine how the teachers from the three programs perceived the impact of the programs and how employers perceived their teaching competencies. The teachers from the three teacher education programs at the Midwestern university held positive attitudes about the impact of their programs on their competencies. Their positive views were confirmed by the perceptions of their employers, who provided high ratings of their teachers' competencies in all three programs.

Understanding copyright as it impacts online communication and publishing with Web 2.0 tools on open access networks must become an important part of literacy and communication education in today’s Information Age. In this article, the authors describe an approach they have employed in their English education and communications classrooms to address this need.

This article investigates stakeholders’ views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers from a Scottish perspective. This article draws on two empirical projects which each investigates the perceptions of Scottish teachers regarding CPD. The research discussed in this article suggests that a greater balance of forms and purpose of CPD is desirable. However, the policy context within which Scottish teachers currently work focuses on an individualized, standards-based framework.