Section archive - Preservice Teachers

The current paper describes a research project developed at the University of Cordoba during the academic year 2007‑8. The participants in this research were 2414 students studying courses included in a pilot scheme for the implementation of European Credit Transfer System credits. The purpose of this paper was to ascertain the opinions of students in relation to their grasp and working level of the transversal competences encompassed in the Tuning Project.

This article focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory–practice gap commonly associated with “front-end loading” programs. The findings point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment.

In this article, three students teachers reflected and wrote about their student-teaching experiences. The group chose to examine common concerns of student teachers not often addressed in classes, with the idea that these reflections could be useful for teacher candidates just entering student teaching. These vignettes were presented to pre-student teaching candidates in the semester just before their student-teaching experience and at the end of the semester. The authors stated the value in grooming student teachers toward the habit of reflection to help them gain insights to their identities as teachers and to make the shift from self-absorbed novices to student-centered teachers.

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.