Section archive - Instruction in Teacher Training

This study investigated executive function development during teacher preparation. The findings suggest that pre-service student teachers typically have average levels of metacognition index (MI) and behavioural regulation index (BRI) compared to the wider population.

The goal of the "Write for Your Life Project" was to strengthen teacher candidates’ skills in both traditional and digital writing literacies through the use of social networks, blogging, texting, online modules and other social media. The project was designed to encourage teacher candidates to write daily, devise writing minilessons, use peer conferencing, and publish final pieces. This paper describes how the Write for Your Life Project (W4YL) helped teacher candidates (TCs) integrate traditional approaches to teaching writing with new literacies.

This article describes a case study that analyzed how preservice English and social studies teachers used instructional technology (IT) during their internship. The authors conclude that the participants were able to use IT for different purposes. However, they tended to use it mostly at Substitution, Augmentation, Modification, Redefinition (SAMR) framework’s Substitution and Augmentation levels. The authors found that although the IT enhanced the participants' efficiency, it seldom transformed their instruction.

This study examined how Chinese teachers perform on Classroom Assessment Scoring System (CLASS) measures. The study also examined Chinese teachers' quality of interactions across settings and activities for future professional development considerations. Finally, the authors were interested in finding out any teacher-related variables that might contribute to teachers' better instructional supports in the classrooms. The results showed that Chinese teachers were successful in building a warm and supportive relationship with children and managing behavioral aspect of classroom. It was found that all teachers were more effective at promoting children's development in structured activities than unstructured activities. The authors also found that Chinese teachers scored lower on instruction support quality compared to international colleagues.