Section archive - Teacher Educators

In this article, the authors examine Finnish teacher educators’ views on research‐based teacher education. The results showed that teacher educators appreciate the research‐based approach to which the university is committed, although they were skeptical about how well this vision transfers to the students.

This article explores the experiences of two arts educators, both of who are described as early career researchers at the university level. Furthermore, the paper investigates the events, personal and social conditions, places, and the subsequent joys and challenges they encountered in their progression from secondary school teachers to arts educators. The authors conclude with a number of recommendations concerning the transition from school teaching to becoming a novice university academic in the field of education

The purpose of this paper was to understand whether the long‐held beliefs about the importance of mentoring would be revealed as what actually occurs in an undergraduate research program. The authors describe students’ perceptions of the mentoring process and students’ beliefs about how it impacted their experiences as undergraduate researchers and their development as scientists. The authors also described are professors’ perceptions of their roles and effectiveness as mentors in students’ development as scientists. As this grounded research study shows, students and professors described student gains as increased technical expertise and communication skills.

The current study examined the effectiveness of a supervised mentoring program on the academic achievement of low‐income students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension. These findings provide support for mentoring programs as a means to reduce resource inequity in low‐income school districts.