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Extensive research examines the development and impact of deficit discourse in schools. However, more research needs to be needed to explore how preservice teachers use this language during their preparation. Therefore, our qualitative study explored how deficit discourse became part of five preservice teachers' vernacular when speaking about children and teaching. Findings suggest participants (a) Relied on reductive labels to describe children, (b) attributed their use of these labels to their exposure to them during their practicum, and (c) demonstrated both cognitive dissonance and silent resistance toward deficit language. Implications are for teacher educators and school leaders.

The specific focus of this study is how a team of four preservice teachers experienced a collaborative practicum model to support the development of cogenerative dialogue and foster professional growth. Data sources included individual video club annotations and the associated group discussions facilitated by comparison of groups members selected annotations. The analysis found that participation in peer collaboration provided multiple viewpoints of shared teaching experiences that enabled preservice teachers' different ways to notice student thinking. Providing a structured framework for reflection, namely the individual video club annotations, served as the genesis for cogenerative dialogues centered on instructional change for the preservice teachers. This work's implications showcase the importance of allowing for the iterative enactment and reflection on pedagogical choices by preservice teachers early in their professional development.

Data analytics is a rapidly growing field that plays a crucial role in extracting valuable insights from large volumes of data. A data analytics practicum course provides students with hands-on experience in applying data analytics techniques and tools to real-world scenarios. This practicum is intended to serve as a bridge between the student's academic environment and the professional application of their skills in an employment and internship setting. This study examined the design of a data analytics practicum course. The main objectives included (1) the identification of topics and skills employers look for in new hires in data analytics-related internships and entry-level positions, (2) the development and implementation of a Data Analytics practicum course and (3) reflection on the first-time offering of the course and suggested improvements for the next iteration. As part of this study, industry and organization survey responses drove the design of the course and development of key student learning gains for five learning modules throughout the semester. Faculty within the departments of information technology (IT), mathematics, and statistics collaborated in the construction, development, and implementation of team-teaching instructional practices of the Data Analytics Practicum in Spring 2023. This study applies an interdisciplinary approach to data analytics practicum development and instruction.

Preparing pre-service teachers is a crucial element to consider when looking to improve student success. Many teachers are not given sufficient resources and feel unprepared when entering the profession particularly around the topic of reading instruction. This study examined the effectiveness of an undergraduate course, with an embedded community partnership, designed to train pre-service teachers in the areas of literacy assessment and intervention. In addition to this, upon completion of the course, pre-service teachers are required to take a state proctored exam, measuring the knowledge and ability to apply content that is taught throughout the course. Pre-service teachers must pass the exam in order to go on to the next phase of the education program. We measured the efficacy of the course by administering (a) a teacher knowledge survey focusing on knowledge and practice growth, and (b) the state-based literacy exam pre-service teachers are required to pass as part of their teacher training program. We found that the course, paired with the community-based individualized tutoring program, provided pre-service teachers the opportunity to gain significant knowledge about teaching literacy. They were able to immediately embed evidence-based instruction into their tutoring sessions, and they felt confident about their ability to do this.

Fieldwork is an integral phase of occupational therapy education, bolstered by a small but growing evidence base. A broad understanding of the state of that evidence base is necessary to inform the directions for future growth. The purpose of this work was to establish the current state of occupational therapy fieldwork literature, map that literature to recognized criteria for educational research, and identify gaps in the existing literature. Authors followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to conduct a mapping review of articles with a primary focus on fieldwork education of occupational therapy (OT) or occupational therapy assistant (OTA) students in United States (Accreditation for Occupational Therapy Education)-based programs. Mapping criteria included level of education [OT, OTA], level of fieldwork [Level I, Level II], and categories of the AOTA "Education Research Agenda -- Revised" (2018). Sources included four databases (Academic Search Premier, CINAHL, ERIC, PubMed) and one additional journal (Journal of Occupational Therapy Education). A total of 1,619 articles were identified, with 67 articles meeting inclusion criteria. The 67 included articles disproportionately focused on Level II OT fieldwork (53%, n=36), with sparse representation of Level I OTA fieldwork (1.5%, n=1), and addressed only two categories of the Education Research Agenda (2018; 80%, n=54). Level I fieldwork, occupational therapy assistant programs, and large swaths of the association's Education Research Agenda (2018) were dramatically (or completely) underrepresented in fieldwork education research, suggesting important priorities for the immediate future of occupational therapy fieldwork education.

The concepts of bacteriology are still poorly understood by students of the Department of Biology Education, Mulawarman University. Certain ethnic characteristics influence student learning processes and outcomes. A quasi-experiment was carried out at the Department of Biology Education, Mulawarman University in the even semester of the 2022/2023 academic year. The aim of the research was to map members of ethnic-based practicum groups in bacteriology practicum in an effort to empower understanding of bacteriology concepts. Ethnic-based practicum means that the practicum is carried out taking into account the ethnic diversity that exists in each group in the class. The research sample was class A and class B students who were taking a bacteriology practicum program. The research instruments were questionnaires and test questions. Data analysis techniques are percentage and covariance analysis. If there is a significant influence, then proceed with Least Significance analysis Difference. The results of data analysis show that there is a significant influence between the application of the product (a Project-Based Learning-based practicum guide) on understanding the concept of bacteriology as a result of development (p?0.00). The research sample was class A and class B students who were taking a bacteriology practicum program. For further research, practical material needs to be supplemented with other bacteriological materials, and involve more ethnic types.

Teaching has gone beyond mere memorizing of rules and the use of talk and chalk method of teaching. Learning is no longer tied to the four-walls of the classroom hence teachers should adapt to the new digital way of learning. This paper investigated pre-service teachers' perceptions, preparedness and competence in using virtual meeting solutions (Zoom and Google Meet) in non-physical classroom practicum. Three hundred and fifty two preservice teachers selected from the Faculty of Education of a Nigerian University participated in the descriptive research study. A validated close-ended questionnaire and self-rated rating scale were used to gather data from the respondents. The study found out that: i) the respondents perceived the use of Zoom and Google Meet for e-practicum as solutions for teaching and learning in the 21st century; ii) most of the respondents were not adequately prepared for the integration of Zoom and Google Meet into e-teaching practicum; iii) respondents were not pedagogically competent to use Zoom and Google Meet for teaching practicum. This study showed some lapses in TPs' personal development in basic computational skills and teacher digital education programmes. The study suggested solutions that would be useful for concerned stakeholders in digital education industry.

Work-Integrated Learning (WIL) is a form of experiential learning that connects students with workplaces in their chosen field of study. WIL is a vital component of South Africa's teacher education, requiring pre-service teachers to complete a school practicum as part of their qualification. This research explores the question: What are effective WIL models for pre-service teachers in diverse South African contexts? The study reviews the practical and philosophical models of WIL and the concurrent model, examining their implementation in various universities as case studies. The study also identifies challenges, opportunities, and the need for support in South African WIL. The study adopts a social learning theory framework. The study informs how WIL effectively supports pre-service teachers and schools in diverse South African classroom. The study also discusses how WIL can promote education for sustainable development (ESD) and the achievement of the Sustainable Development Goals (SDGs).

The teaching practicum, which is an integral part of any teacher's education, is considered the most crucial and influential stage for student teachers. This study explored the commonalities and differences in teaching practicum programs in three teacher education institutions in Cambodia. Employing a cross-case analysis, the author triangulated the data by examining teaching practicum guidelines, reviewing related documents, and interviewing the practicumin-charge (n = 12). As data display and analysis techniques, the researcher utilized qualitative comparative analysis, in which the relationship among cases was arranged in a "truth table" by variable to synthesize the commonalities and differences. Inductive content analysis was used to thematically analyze the documents. This study found that the organization of the teaching practicum at the three teacher education institutions was less productive in bridging the theory-practice gap because of an unclear follow-up system throughout the implementation process. Moreover, the assessment was inappropriate and unreliable. Additionally, mentoring activities were insufficient and ineffective for helping student teachers. This study has the potential to contribute to the field of teacher education, specifically the teaching practicum, and provide insights for policymakers, because there is little local literature available.

This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2) the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land acknowledgment statements need to accompany actions that align with declarations of respect and honor. Specifically, we offer readers three concrete ideas through which institutions may further land acknowledgments: challenging their historical legacies, fostering meaningful partnerships with Native Nations and Indigenous Peoples, and materializing resources for this highly underserved, long-neglected, often ignored community.

This article analyzes the "cuir" identity of an EFL student-teacher within the context of his pedagogical practicum. We adopt the term "cuir" as an analytical category to explore how notions of teacher identity and language pedagogy are mutually constructed. The paper challenges the traditional language pedagogy paradigm and its binary-disciplinary and heterosexist constructions of standardization. The findings documented that the construction of "cuir" emerges from the experiences in the body in oppressive situations. Also, a "cuir" identity is sometimes not risked on certain occasions and, in others, is enacted in transgressive ways through pedagogical practices. This study discusses how the "cuir" can be articulated with education, traditionally seen as a locus for normalization, dis-gendering, and dis-embodiment.

This article provides an overview of how student-teachers and the pedagogical practicum are conceived in the Colombian English language teaching field. The study reviewed 72 articles in three levels of analysis: extraction of corresponding knowledge, epistemic review, and concatenation of emergent insights. The analysis reveals that student-teachers are conceived as subjects with principles, values, beliefs, responsibilities, and knowledge. Meanwhile, the pedagogical practicum is an academic space, process, and experience constituted by purposes, practical knowledge, and building relationships. This literature review mainly contributes to the field as an invitation to continue revising the foundations of the pedagogical practicum and the kind of student-teachers that this space may develop.

Field-based practicum experiences are essential in connecting classroom theory to the real world. In this mixed methods study, we analyzed principal candidates' perceptions of their summer residency practicum experiences via a self-assessment principal leadership competency instrument and virtual semi-structured interviews. We found that principal candidates expressed leadership growth in the following Texas principal leadership competency areas: Strategic Operations, Human Capital, and Executive Leadership. These findings were consistent in our quantitative and qualitative data analysis. Conversely, the principal candidates stated that their greatest leadership challenges during the summer residency practicum involved providing instructional feedback and engaging in difficult conversations. The results of this study may assist principal preparation programs in revamping their curriculum to include a more meaningful residency-practicum experience.

As the trend for English as a medium of instruction (EMI) increases, teacher self-efficacy to teach the contents of their teaching materials in an EMI context has become one of the major challenges. This study investigated the self-efficacy of Indonesian non-ELT pre-service teachers to teach in an EMI context. Two Indonesian non-ELT pre-service teachers, in charge of teaching biology and chemistry in English, in a secondary school in Thailand were interviewed to gain an indepth information about their experiences. The data from their teaching reflections and interviews were analyzed using thematic analysis. The study shows that both participants perceived that their self-efficacy to teach in EMI context was quite high despite various obstacles during their teaching practicum. Furthermore, four sources of efficacy information appeared to influence the Indonesian non-ELT pre-service teachers' self-efficacy to teach in the Thailand EMI context. Mastery experience (the personal experience of success) was the most influential source of efficacy information, followed by the other instances of self-efficacy sources including social persuasion, emotional state, and vicarious experience. The implication derived from this study is that the teacher training institutions in Indonesia need to facilitate the pre-service teachers to help them perceive their self-efficacy to teach in EMI context.

With the intent of facilitating the professional development of English-as-a-foreign language (EFL) teacher trainees, the impetus of this qualitative study is to evaluate the depth and breadth of teacher reflection using vignettes within an initial teacher education program. To this end, this study utilized the vignette technique to reveal 12 EFL teacher trainees' reflectivity from a collegial perspective. Over a nine-week time period, the participants worked in pairs, and each pair first created vignettes based on their observations or teachings in practicum. Afterwards, they generated reflective responses to the pre-designed questions, which led them to think about the problematic or critical issues raised in the vignettes of their pairs. At the end of the process, a total of 108 vignettes were gathered. The whole qualitative data was exposed to the analysis in light of the two-dimensional framework of Fund et al. (2002), which focuses on both the depth and breadth of teacher reflection. Results indicate that the vignette-based reflections showed more balanced variety in breadth, whereas they did not contain a great number of comments made at deeper levels of reflection. Therefore, it is recommended that all the stakeholders should take more active roles to foster reflectivity and criticality toward educational matters raised in the vignettes.

This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the dual role of EF and researcher. Four AR cycles, each involving a self-reflection analysis, intervention, and the development of the PSTs' reflections were completed. During each AR cycle, the EF examined the PSTs' teaching-learning practices and views and generated tailored questions to support critical reflection. Data were collected through focus group interviews and written reflective journals. The EF also made participant observations to contextualize each PST's teaching-learning process, resulting in field notes. Using various question types (e.g. leading, probing, and procedural next-step questions) designed to address individual needs, PSTs progressed from a basic reflection level to thinking critically about their teaching-learning practices. The questions were helpful for PSTs in interpreting daily issues faced in teaching-learning and understanding the relevance of self-analysis and attention to learners' needs in fostering critical reflection. Given these results, we recommend that PETE programs incorporate a component or module explicitly promoting reflection on and analysis of PSTs' pedagogical practices.

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities in the United States. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs' early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed.

This paper explores the education of prospective teachers with regard to the Theory of Didactical Situations when they engage in lesson study. We particularly focus on studying how a lesson study process oriented towards the Theory of Didactical Situations contributes to increasing prospective teachers' self-efficacy to plan and teach lessons based on such theory, reducing the gap between theory and practice. Prior to the study, we will discuss how the theoretical postulates assumed in lesson study affect crucial aspects of the process. The study is implemented with 47 prospective early childhood education teachers. We also consider another group of 47 prospective teachers that were engaged in practicum at the time the lesson study process took place. Using a quasi-experimental methodology based on a questionnaire developed ad hoc that captures the particularities of the didactic paradigm assumed, the results of our study show that both lesson study and practicum lead to a statistically significant increase in future teachers' self-efficacy to plan and teach lessons in line with the paradigm assumed. However, size effect measures show that the increase observed in the lesson study group is significantly higher, which supports the benefits of lesson study in initial teacher education. We discuss what the features of lesson study are that could be related to this increase. Finally, we sketch new lines of research connected with the benefits of lesson study versus other teacher education experiences like practicum, as well as with links between self-efficacy and knowledge growth in lesson study.

The current study sought to characterize three partnership models in Israeli academic institutions--the traditional, the academia-classroom, and the clinical field-focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the relationship between the pre-service teacher and the mentor teacher, the contribution of the practicum to the pre-service teacher, and the connection between theoretical and practical knowledge. Furthermore, the contribution of each of the three models is reflected in the scope of the experiential-clinical component of the practicum; school-academia partnerships; and the role of the principal of the training school. The study highlights the value-added meanings and contributions of the experiential-clinical component in teacher education programs in general and in the practicum in particular.

During their kindergarten placements, teacher candidates are learning to teach with young children who may be experiencing linguistic and racial hierarchies in a formal institutional setting for the first time. The purpose of this research is to understand how teacher candidates make sense of the socially constructed boundaries of language and race in their practicum placements in kindergarten classrooms. In our critically informed inquiry, we draw on translanguaging and LangCrit to understand the process of language teaching and learning in kindergarten classrooms. The three teacher candidates in this article, Yu, Fie, and Charlotte, took a required course on supporting multilingual students in the mainstream classroom as part of their requirement to become Primary/Junior (K-6) teachers and were interviewed on their experiences with multilingual children during their practicums. Four major themes were found in the data: language hierarchies during practicums, subverting language hierarchies, translanguaging with families, and racialized experiences of speaking Mandarin. Much more than other grade-level placements, kindergarten placements were spaces where the candidates witnessed communication break down, with families and children refusing to speak English.

Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly apprehensive about and unconfident in their ability to teach music, confirming previous research. Using narrative inquiry, we explore the stories of both preservice and in-service generalist teachers. Data from focus groups with preservice teachers revealed that most participants felt markedly more comfortable with the prospect of teaching music in primary grades after taking our music courses; while fewer expressed confidence in teaching music to junior/intermediate grades. However, preservice teachers are rarely given the chance to observe or teach music while on practicum. Interviews with in-service generalist teachers revealed that a lack of confidence compelled them to take part in intentional, incremental, self-directed learning experiences to further develop their knowledge and skills for the elementary music classroom. The pandemic largely halted music activities, creating new barriers for generalist in-service teachers who teach music. The enduring gaps identified by this research are how to build more opportunities for generalist preservice teachers to practice their newly acquired skills while on practicum; and how to better support generalist in-service teachers to acquire additional skills for teaching music once in the classroom.

This study presents a practical developed for an undergraduate geotechnical engineering course. The practical was designed to reduce systematic issues so that students could focus on cognitive and conceptual issues rather than practical minutiae. Compression tests were carried out on dry halite, enabling consistent specimen densities to be achieved by different groups who then produced a composite compression curve for a given particle size range by piecewise loading to different maximum stresses. Using this approach, the compression test could be completed within a 1.75-h practical session, rather than over several days as is often the case for compression tests of clays. Data of sufficiently high precision were produced for students to link findings to research reported in the literature. Carrying out tests on halite also enabled students to re-engage with minerology concepts presented in geology courses from previous years. Student feedback suggested that the most challenging aspects of the assignment were handling the large data set, making sense of the literature, and writing a single-page report. These were all key learning outcomes anticipated for this activity.

This case study examines joint reflection in the context of peer group mentoring during the teaching practicum, involving three pre-service teachers and a mentor engaging in discussions supported by the video recorded lessons taught by the pre-service teachers. The approach to joint reflection was non-prescriptive and pre-service teacher-initiated. The roles of the peer group and the mentor are explored in the light of their impact on pre-service teachers' joint reflection process. The findings challenge prior research by demonstrating that pre-service teacher-initiated reflection has the potential to assist peer groups in creating a common language and learning context to acquire practicum knowledge, develop practical tools and build inferential knowledge. The findings also reveal that mentors' role needs not be directive, but they can maintain the role of a co-reflector throughout the peer group mentoring process. The implications for teacher education are discussed.

The goal of this study was to describe the experiences of fourth year Early Childhood Education (ECE) student teachers during their school practicum at the time of COVID-19 in Cyprus. Specifically, a group of 28 preschool student teachers was followed over the period of 13 weeks during their final practicum course. Through journaling they reflected on their school practicum experience during the pandemic; shared their feelings, the challenges they faced in implementing the health protocol while supporting children's play experiences, and commented on the support they received during this time. Data suggests that the student teachers exhibited individual and collective agency to cope with the adversities of the COVID-19 pandemic. Their play practices were tailored to the regulations imposed, while pinning the quality necessitated for children's play experiences. This study provides insights on school practicums to support student teacher's agency and self-efficacy development to cope with unpredictable adverse situations.

This study employed qualitative methods to examine the expectations, challenges, learning loss, and development of professional skills among preservice teachers of Islamic education as they engaged in online field practice. Interviews were conducted with individual participants and focus groups, and reflection papers were collected from 46 preservice teachers of Islamic education assigned to an online teaching practicum. Participants had mixed feelings about their online field practice due to a lack of experience and doubts about their preparedness and ability with virtual field practice. Results revealed they experienced setbacks, including a deficiency in pedagogical expertise for virtual instruction and challenges in promoting class communication and involvement online without in-person learning environments. However, virtual teaching, creativity, and improved cognitive abilities were encouraged. It is recommended that educational establishments offer supplementary assistance to preservice teachers trained during the pandemic to augment their professional growth.

Purpose: This paper presents the results of empirical research on the effects of teaching practice on student teachers' teaching competence and psycho-emotional development using the "most significant change" narrative investigative technique. Design/methodology/approach: Following a qualitative research approach, the study was conducted during the academic year 2021-2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers' narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges. Findings: The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers' teaching competence. Mentors also seem to have a positive effect on student teachers' psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions. Originality/value: The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers' professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.

Practicum periods are an essential part of early childhood education and care (ECEC) teacher training. To support a student's learning, they need supervision by an expert ECEC teacher to process and analyse information, and supervisory discussions are key forums for that. The aim of this study is to examine the cultural scripts that are identifiable through discourse analysis of supervisory discussions between an ECEC student teacher and a supervising ECEC teacher. In the analysis we focused on the practical cultural script, phases of the supervisory discussions and the structure of the supervisory relationship. The data comprised recorded supervisory discussions. Three discursive phases can be identified in supervisory discussions: (1) the Launching phase, (2) the Reflective phase and (3) the Closing phase. The supervising ECEC teacher is responsible for conducting the discussion and for extending the topics of supervisory discussion. The results of our study show that practices in the ECEC centre dominate supervisory discussions and the role of educational theory remains at the margins. The results further highlight the need to develop collaboration between universities and ECEC centres.

Development of professional competencies is a key outcome of undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working with young children were examined among 1300 undergraduate students at 12 universities. Students completed a series of online questionnaires indicating their knowledge, beliefs, and hypothetical practices with young children; end-of-semester scores were analyzed using linear regression. Having had a practicum course is associated with more positive dispositions for supporting the development of teacher-child relationships, building partnerships with diverse families, guiding children's behavior, and fostering development and learning. Further, we examined development of dispositions over the course of a semester based on undergraduates' current and past practicum experiences. Implications for programs who prepare infant and toddler practitioners are discussed.

Background: During initial teacher education, reflective thinking can have a key role to play in preparing pre-service teachers for professional practice. Therefore, the approaches taken to assist reflection are important to optimise learning from classroom experiences. Purpose: This case study from Finland sought to examine the development of pre-service teachers' reflective thinking during a teaching practicum in which a non-prescriptive, self-guided approach to reflection was implemented. Method: Drawing on best practice, we designed an approach to reflection which placed emphasis on the agency of the pre-service teacher, and involved elements including dialogue, peer interaction and collaboration, and video. The research followed three pre-service teachers who worked in a peer group with their mentor-teacher during a six-week teaching practicum where this approach was employed. The peer-group mentoring discussions were recorded and analysed qualitatively. Findings: The in-depth analysis of data identified three different sequences of self-guided reflection phases, with findings revealing how the pre-service teachers' reflective thinking developed according to their individual and shared trajectories. It suggests that for practicum experiences to be reflected on in a way that supports deep learning, the process must stem from pre-service teachers' individualised learning needs. Conclusions: This case study highlights the rich potential of a non-prescriptive, self-guided approach to reflection as a tool for use during initial teacher education. It can offer a more personalised and active way for pre-service teachers to learn from early teaching experiences, gain practical understanding and develop their reflective thinking.

Students and practicum instructors in a primarily rural state were surveyed about suicide prevention practice and training opportunities provided to social work trainees during their practicum placements. A cross-sectional, electronic survey was administered to N = 86 students and N = 64 practicum instructors and descriptive statistics were analyzed. Most students (87.1%) and practicum instructors (86.6%) felt that students should have the opportunity to engage with suicidal clients while in practicum. Many students reported having had contact with a suicidal client while in practicum (70.6%) and had engaged in some sort of practice related to suicide prevention (82.6%). The most frequently reported practice behaviors were suicidal inquiry (62.8%), risk assessment (60.7%), disposition planning (51.0%), and safety planning (49.0%). Over half (52.9%) had not used any evidence-based tools for screening and follow-up and only one quarter (25.5%) had provided postvention services. Many students (72.9%) were concerned about iatrogenic risk. Although most practicum instructors felt comfortable addressing suicide prevention in supervision (74.4%), many (64.1%) also reported the desire for additional training. Although students appear to have opportunities to engage in suicide prevention in practicum, there are specific knowledge and practice gaps regarding evidence-based tools, postvention, and the "myth" of iatrogenic risk.

Researching well-being has gained popularity over the last decades however, research methodologies have employed mostly surveys, and the use of qualitative and visual methods is still scarce. This study discusses using timelines as a tool for researching the well-being of student teachers in two different cultural contexts. Research data includes researchers' notes as well as focus groups and students' notions of using timelines as a course assignment, analyzed using thematic analysis. This study shares our justification for using qualitative, visual methods to collect data related to well-being and evaluates the strengths and limitations of timelining as a tool to do this, from both the participants' and researchers' viewpoints. The study argues that timelines have the potential not only to support reflections on well-being but also to provide an approach to support it during teacher training and beyond. The use of timelines as tools to explore the non-linear and dynamic experiences of well-being during student teachers' teaching practice in Finland and England will be discussed and recommendations for the further development of this approach shared.

Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in Israel, focusing on the preparation period of pre-service teachers. Forty-five educators (teacher educators; mentor teachers; programme heads) were interviewed. Using thematic analysis, two themes regarding relationships were found: who forms the relationship and what its purpose is; and the nature of the relationship. Two additional themes emerged regarding the relationship which shaped the teacher education programme: a highly bureaucratic profile; and procedures dependent on personal relationships. The study shed light on the implementation of a school-based experience (practicum) for pre-service teachers that is based on academia-field partnership. Using loosely coupled paradigms in accordance with the findings, it seems that bureaucratic procedures tend to increase at the expense of pedagogical aspects, as demonstrated by the educators involved in the teacher education programmes.

This study employs a critical feminist perspective to investigate the experiences of male primary school student teachers in practicum schools in China. It aims to delve into and bring to light the intricate challenges they face when navigating their gender and professional identity. The findings reveal that the prevailing discourses surrounding primary school teacher professionalism, cultural perceptions of masculinity in China, and the scarcity of male teacher peers collectively influence the male student teachers' negotiation of their gender and professional identity. The study proposes the adoption of a more inclusive and culturally responsive pedagogy within teacher training programmes, with the recognition of teacher training as a means to attain long-term gender equality.

There is an urgent need in the educational community to explore the potential impact of advanced language models powered by artificial intelligence, such as ChatGPT, on thinking skills and creativity. These models hold significant promise for enhancing teaching and learning, but it is crucial to investigate their potential effects on these critical areas of cognitive development. This study employs a narrative inquiry approach, utilising weekly written narratives and qualitative interviews for analysis, to explore and understand student teachers' experiences, perceptions, and reflections on using ChatGPT in their teaching practices. Exploring the experiences and perspectives of 12 English student teachers, this research scrutinises the influence of ChatGPT on the development of thinking skills and creativity during the practicum part of a teacher education programme. Through narratives and interviews the study uncovers the benefits, challenges, and strategies for optimising the use of ChatGPT in pre-service language teacher education. Key findings reveal the importance of human-computer co-creation, engaging in critical analysis, and fostering collaboration to maximise the educational benefits of ChatGPT. These insights contribute to the ongoing discourse on the effective integration of AI in teacher education and offer practical recommendations for educators and students navigating the complex interplay between AI tools and independent thinking.

Pre-service teachers are required to become reflective practitioners who can adapt their skills to a range of contexts and the diverse needs of learners. Many consider the practicum experience as critical to forming values and dispositions that are essential to a professional teacher identity. This article focuses on the experiences of five White pre-service teachers who volunteered to teach in remote Indigenous communities in South Australia, specifically the Anangu Pitjantjatjara Yankunytjatjara Lands, a desert environment in the far northwest of the state. As these pre-service teachers document their experiences, we draw upon Gee's work on identity to gain insights into how they understand the "rules" of their context and their own positionality. Our research reveals the ways privilege can foster possibilities and constraints, which afford certain subject positions for these pre-service teachers. We focus specifically on a prominent theme in their narratives--"authenticity" concerning their conception of teaching and learning.

A long-standing concern in teacher education is the variability in the quality of practicum experiences afforded to preservice teachers. Although some variability is due to their personal attributes, preservice teachers often find it difficult to connect theoretical insights to teachers' classroom practices. These challenges can be exacerbated when teachers do not explain the reasoning for what they do and why. School closures during the pandemic provided South African teacher educators with an opportunity to address this concern. We participated in developing a national online module that prepares preservice teachers for school-based learning through guided lesson study. This article adopts a self-study approach to account for the curriculum choices in developing this module. Three tensions needed consideration: portraying teaching as an individualised pursuit and/or a social practice, focusing on generic and/or specialised pedagogies, and focusing on the tacit and/or explicit reasoning that teachers do. We account for how we worked within and between these tensions. A module of this nature potentially enhances school-based learning by making the reasoning of teachers explicit to preservice teachers. To achieve this potential and to advance work-integrated learning as a scholarship, the conceptual underpinnings of the module and its curriculum design must be open to reflection and scrutiny.

The purpose of this instrumental multiple case study was to examine and compare five inservice music teachers' and one administrator's perceptions of three school-university partnership programs, in various stages of development, across one semester. Data sources included participants' observation notes, researchers' field notes, and individual semi-structured interviews. The following themes emerged from the data: (a) benefits of reinforcement, (b) benefits of promoting best practice and research, (c) challenges of navigating multiple teachers, (d) challenges of time management, and (e) observed differences between partnerships. Participants offered the following suggestions to implement and sustain successful partnerships: (a) preservice music educator preparation, including preparation in music planning, responsive teaching, and developing student connections, and (b) logistics, including increased communication, understanding all aspects of full-time music teaching, and expanding the number of visits. Implications for practice include engaging stakeholders in equal planning, reflection, and evaluation to create mutually beneficial partnership experiences.

Early childhood (EC) education has usually involved in-person teaching and learning. However, the COVID-19 pandemic has imposed remote teaching on EC practitioners and complicated practicum students' fieldwork experiences. This study explored EC practicum students' fieldwork experiences in the U.S. during the pandemic and their preparedness for online teaching and technology employment and integration. Participants included 28 students enrolled in "Directed Field Experience" in Spring 2021. A mixed-methods approach incorporating multiple sources of data, including reflection papers, interviews, and questionnaires, was used. The findings showed that the EC practicum students changed their perceptions of and attitudes toward a remote field experience course and online teaching with young children over the semester. Additionally, EC practicum students' challenges and professional and academic growth were evident in their reporting. These findings have implications for the development of effective strategies for alleviating EC practicum students' challenges, facilitating their professional growth, and providing resources to integrate digital technology in their teaching in developmentally appropriate ways.

An important aim of teacher education is to produce teachers who are innovators and education researchers who engage in continuous learning about teaching as part of their professional lives. For student teachers to develop research skills and turn their knowledge into professional research and development (R&D) competence, they must practice their skills and apply their knowledge to relevant contexts. This study uses the theory of practice architectures as a theoretical and analytical lens to examine the arrangements that enable and constrain student teachers' R&D practice. A descriptive case study was conducted with participants from two practicum groups from a master's programme in Norway. While the use of observational tools was found to enable R&D practice, constraining arrangements were also identified. The article argues for greater attention to student teachers' research activities during practicum, particularly organisational conditions needed to enhance the relationship between university learning and practicum-based learning.

This article reports research evidence of the enhancement of student teachers' epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön's conceptualisation of the education of the reflective practitioner, articulated with concepts such as pedagogical content knowledge, approximations to core teaching practices, epistemology of reflective practice, and assessment for and as learning, the strategy was designed to be a sheltered reflective practicum to learn about language and literacy education while still at the university, before moving into real class practicums. Data collected through individual reflective writing, developed at the beginning and revisited at the end of the practicum, were subjected to qualitative analysis. The results evidence students' awareness of their limited initial and rich final understandings as well as of critical features of the learning process, expressing positive feelings and acknowledging the relevance of their learning for future practice. The discussion argues for the relevance of offering a sheltered reflective practicum approach while still at university in the design of teacher education.

In this study, we examine how teacher candidates navigate the tensions in their identity work as they complete the activities in the TESOL practicum course in Turkiye. Using the Bakhtinian approach to teacher identity, we conceptually maintain that identity work inevitably involves tensions that teachers encounter during their professional lives. We use a qualitative case study design to explore how two teacher candidates (Erdem and Murat) experience and understand identity tensions through dialogic engagement in an identity-oriented practicum course. We collected data from a series of identity-oriented activities that promote a dialogic space for teacher candidates to negotiate and enact their identities. We found that although their attempts to deal with the tensions varied, both teacher candidates made use of the self and community dialogues constructed through identity-oriented teacher learning activities. Pushing back at authoritative discourses of language teaching prevailing in the university program and the practicum school, they engaged in identity work by constructing their internally persuasive discourses which guided their practice. Facing the contextual demands, Erdem raised doubts about his ideal way of teaching he tried out in the practicum, whereas Murat went beyond the past and the present by foregrounding his imagined identity which served as a liberating aspiration.

This collaborative, single-case study explores the ways a social studies teacher candidate conceptualizes and applies disciplinary literacy (DL) teaching in practicum and student teaching experiences. Through qualitative inquiry of data collected at multiple points in the teacher education program, DL teaching was represented across six themes: "skills-based theory of literacy; deep engagement with content; flow verses disruption; responsiveness; placement impact; pandemic influence." Findings affirm research that teacher candidates can be successful at implementing culturally responsive DL instruction, even in post-pandemic teaching contexts, with structured supervision. Implications for small programs of teacher education, secondary content area teacher preparation, and student teaching supervision are discussed.

Preservice English language teachers (PSTs) realize and shape their perceptions regarding preparedness to teach during their education. However, being prepared to teach is complex and multifaceted and requires individual factors and interaction with context and other people. Therefore, understanding it from stakeholders' lens is needed. Within a descriptive and exploratory design, one-on-one, semistructured interviews were conducted with 8 faculty advisors (FAs) and 11 cooperating teachers (CTs) supervising PSTs in primary, secondary, and high schools in a northwestern city in Türkiye. The data collected in teaching practicum stage of field experience was coded and categorized via constant comparison method of analysis. The FAs, except for few issues, regarded the PSTs as unprepared to teach, while the CTs did as prepared to teach. The emergence of a perception gap could show lack of common understanding and mismatch between the stakeholders' perceptions regarding their standards of and approaches toward high-quality teacher preparation.