This study examined the challenges encountered by student teachers during their practicum experience. They coded the data independently and found three major themes: 1. Student teaching is a very stressful period for preservice teachers, due to the workload and to student behavior issues; 2.The most positive aspect of student teaching is the formation of positive relationships with the mentor teacher and with students. 3. If given a chance to do so, few student teachers would change their experiences and are optimistic about their futures.

The article describes a study that explores how teachers participating in PD courses perceive the qualities and benefits of such courses, and the variables that affect these perceptions. A secondary goal of the study was to determine whether it is possible to differentiate between variables inherent in the manner in which the courses are conducted and other variables. The study findings validate the strong connection between two key compounded variables affecting outcomes of PD programs: teachers' professional and personal motivation towards the program and the relevancy of the program contents to their needs. Motivation is further enhanced through the trainee's participation in the program, thereby constituting a major leverage for reaching the PD goals and achieving beneficial outcomes.

This study presents one instructor’s perceptions of her roles, focusing on her activities in a blended course. The results indicated that the instructor saw her roles primarily as pedagogical, managerial, social, and technical. In addition, the instructor indicated that she needed to change and adapt thoughtfully her previous teaching philosophy and methods to her students and the blended environment. As a result, her experiences with this new blended approach helped evolve her own pedagogy and professional practices both in face-to-face and blended course teaching.

In this article, the author examines the challenges faced by American schooling and the reasons for persistent failure of American school reforms to achieve successful educational outcomes at scale. He concludes that many of the problems faced by American schools are derived from trying to solve a problem that requires professional skill and expertise by using bureaucratic levers of requirements and regulations. The author advances a sectoral perspective on education reform, exploring how this shift in thinking could help education stakeholders produce quality practice across the US.

This article examines who counts as an “authority to speak” on professionalism in the educational field. This article uses Foucauldian archaeology as a rigorous method to examine the shaping of discourse and acknowledges other writers who have ventured into Foucault’s toolbox to borrow one or two of his gadgets. Then the archaeological method is utilised to overview significant voices of authority from the enunciative field of professionalism and professional standards, the latter now a key strategy globally for enhancing professionalism. The authors conclude by arguing that policy needs to utilise such trustworthy evidence by listening to teachers’ and academics’ voices for a “new” and “enacted” reflexive professionalism.

The purpose of this article is twofold: (1) to describe two mathematics field experiences which varied greatly in their context, and (2) to examine the influence of these field experiences on preservice teachers’ perspectives and development as educators in general and as mathematics educators specifically. The participants were 33 preservice teachers seeking their initial teaching certification: . Sixteen math camp field experience participants and The 17 traditional field experience participants. The findings suggest that the context of the traditional field experience did not provide the preservice teachers with the same level of support for the development of their mathematics knowledge and skills as did the math camp field experience.

This study explored the implementation of partnership-based joint observation and related tripartite dialogue (JOTD) of student teachers as part of field experience, from the multiple perspectives of student teachers, supporter teachers and tutors. The findings indicate that student teachers, supporter teachers and tutors involved in this study were generally positive about their experiences of JOTD. As the findings further suggest, there may be situations which require some level of flexibility in the implementation of JOTD without necessarily disturbing the spirit of collaborative partnership. In conclusion, the findings from this exploratory study suggest that student teachers, supporter teachers and tutors had a range of views about their experiences while implementing JOTD.

This article describes a multiyear collaboration between two faculty members. that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. Over time, this professional experience has grown into an exchange of roles and responsibilities. The authors conclude with a list of specific lessons learned or tips for other faculty considering such collaboration.