Section archive - Preservice Teachers

The article reports on a study conducted to develop a model of categories of beliefs and their relationship to teachers' personal practical theories (PPTs). Since it is believed that such beliefs can influence teachers' classroom practices, the study's aim was to provide teacher educators with a better understanding of the student teachers' beliefs, in an effort to influence their knowledge and practices.

The article describes a study conducted with biology and chemistry student teachers regarding their perceptions of written appraisals by mentors observing their teaching. The data collected used the same open questions at three points in the course, and compared mentors appraisals from mentors who received only general training and those written by mentors trained in topic-specific pedagogy.

The article explores the reflections of two German native speakers who decided to take a course of initial teacher education in England, only to undertake a second course upon their return to Germany. The author reviews the reasoning behind the two routes in two countries and examines the similarities and differences in the perceived status of trainees in each country, as well as student behavior and collegial support.

The article discusses a study of teacher education students regarding social differences and social justice, taken from their professional journals during the first semester of third year. The journals described the students' reasons for choosing teaching as a career, and some entries acknowledged the issues of ethnicity, race and gender in their students' world. The purpose of the study was to promote reflection on social differences facilitate a commitment to social justice in the future.