This paper discusses the gap between theory and practice which has made teacher education a difficult enterprise. Central to the argument of the article is the presentation of a three-level model of teacher learning that helps to frame the relationship between practice and theory in a specific manner. Based on this model, the so-called 'realistic approach' to teacher education is described. The authors conclude that teacher education can make a difference, but that this may require a careful programme design.

In this article, the authors describe a set of research and assessment strategies used to evaluate program outcomes in the Stanford Teacher Education Programme during a period of program redesign over the course of a decade. The authors conclude that the measures of teacher effectiveness are unlikely to help teacher educators improve programs without a rich array of other tools that reveal how specific experiences support candidates in developing useful practices.

This paper presents the action research component of a Master of Natural Science degree program for physics teachers at a large research university in the southwestern United States. The article describes both process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers. The teachers who have completed the MNS degree program indicate their AR process was a valuable and interesting experience despite the manifold challenges of conducting classroom research in cooperation with a team of teachers while simultaneously teaching full time.

This article draws on the Scottish experience of undertaking research as part of the reforming process of an undergraduate program in initial teacher education. The article examines the tripartite tensions created by differing perspectives and rationales with respect to teacher education: policy, research and practice. The authors' experiences and reflections lead them to some conclusions about the nature of research-based practice in a policy-driven initiative.

This paper reports on a study into how collaborative contexts influence the professional development of an early-career primary teacher, Julia. The authors describe the process of change by which Julia manages to make her planning to teach mathematics more flexible so as to adapt to student difficulties. Furthermore, the authors analyze the role that joint reflection plays in promoting this change.

This article presents a refined conception of Mary Boole’s construct of teacher lust. Boole's construct had impact on collegiate mathematics courses for prospective elementary and middle grades teachers. Two working aspects of the construct were identified: (1) enacted teacher lust; and (2) experienced teacher lust.