This study argues that culturally responsible mentoring (CRM) is one way to help student teachers put multicultural education into practice. This study examines the impact CRM has on preservice teachers learning to teach in diverse classrooms. The findings demonstrate that CRM helps preservice teachers become critical thinkers about the cultural contexts in which they work. CRM also assists them in developing equitable and inclusive practices for their particular students.

This study examines preservice teachers' conceptions of classroom organization and management in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions through an open-ended questionnaire. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management.

Using data from a three-year action research project, the author examines how action research may be used to promote and support teacher identity construction and reconstruction. More specifically, the author examines how modes of belonging were enacted in teacher-centred action research communities of practice. As well, an ecological perspective is adopted to provide insight into how teachers’ identities are formed and reformed in the context of teacher-centred action research.

The authors’ goal is to seek to understand the factors that affect changes in the teachers’ identities. The authors report on a study of teachers engaged in collaborative action research (CAR) to improve their implementation of digital photography in their teaching. The research design combines the use of ethnographic methods, participatory evaluation methods and action research. The authors use cultural–historical activity theory to understand why the data suggest that there was little change in the teachers’ identity by the end of the first cycle of action research, while those who participated in both the initial action research and the CAR group had a change in their identities.

A core question of teacher education—“What can I do?”—plagues courses on race in particular ways. Teachers routinely search for “concrete” applications of “theoretical” ideas about race, question the potential for “everyday” activity to dismantle inequality “structures,” and wrestle with the need for both professional and personal development on racial issues. In this article, the authors discuss how these three core tensions surfaced in one race-oriented teacher education course. The authors suggest that to create inquisitive and efficacious teachers, teacher educators can encourage teachers to keep all three tensions in play for the duration of their careers.

This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. The participants were enrolled in their third year of a 5-year education program in an Ontario university in Canada. The article describes the use of constant comparison and theoretical saturation that identified two core categories emerging from participants' meta-cognitive analysis to describe how students internalized and interpreted the Standards of Practice for the Teaching Profession. The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards.