This study has two goals: it investigates how to design a university undergraduate course on action research; and It also explores how the students’ involvement in action research influences the construction of their personal educational theory. The findings reveal that educational action research can be taught to students if it is praxis oriented, linking theory and practice within reflective action. The students also managed to practically link action research and collaborative action learning, approaching teaching as learning to a certain extent and realising that learning is predicated on active experience and improved through cyclical processes.

In this article, the author presents the foundations of a research programme developing an understanding of teaching practice in secondary visual arts classrooms. The data reveal that core practices of visual arts teaching were evident, in relation to instructional methods, selection and use of resources, in the focus of programming and in approaches to relationships with colleagues and with students. The author has developed four propositions that provide the basis of a practice-based approach to teacher education.

This article aims to examine the process of critical professional identity development as it was perceived by the teacher candidates who participated in the service-learning programme. This study presents three main processes that took place in the development of a critical professional identity among teacher candidates during service-learning. These processes included the following: (1) Deconstructing stereotypes through engagement with the ‘other', (2) Coping with difficulties, dilemmas or conflicts that arise from dialogue with the ‘other', and (3) Shifting from a hegemonic professional perception to a dialogic one.

This article examines how primary school mentor teachers made their decisions regarding teacher candidates' practicum performance. The judges’ explanations for their decisions gave the authors access to their ‘cue utiltisation validities’ - how they used the cues they identified. Within the participant group some appeared to emphasise personal attribute dimensions, other professional practice dimensions; for others it was difficult to determine a preference. There was, however, evidence that the mentors did not emphasise one thing to the exclusion of the other cues with weaker cues being used to moderate their decisions. Overall, the judgment-making in this study was considered, careful and reasoned e and widely variable. There was also some evidence of internal dissensus for individual mentors, leading to confusion around assessment of TC practice.

The book Graphic texts - Literacy enhancing tools in early childhood presents the potential contribution of non-verbal graphic texts to the development of children's literacy skills in the broad sense. The book deals with five types of graphic texts: drawings, photographs, icons, maps and calendars. Each one of these is described in terms of its characteristic features and contexts of use, followed by a review of current findings concerning the development of children's comprehension and production of the text. Finally, a comprehensive account of the possible contributions of each text to children's cognitive and social development is provided, complemented by a multitude of practical examples of relevant educational activities, children's productions and research ideas.