Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education.

Although both teacher educators and preservice teachers state that preservice teacher inquiry is relevant and interesting, there is less agreement with respect to preservice teachers' expectations to undertake inquiry as part of their teaching. For instance, the effectiveness of the cooperating teacher was not associated with teacher persistence (c.f., CAEP Standard 2.2), but matching school type (i.e., elementary) and student characteristics between the student teaching school and the initial employment school were associated with greater teacher persistence. Van Katwijk et al. (this issue) examine the purpose and value of preservice teacher inquiry in primary TPPs in the Netherlands through including both teacher educators' and preservice teachers' views. Conversations about teacher education programs, teacher candidates and the place of inquiry, teacher effectiveness, reflection, and professionalization in teaching must continue. [Extracted from the article]