This study aimed to examine the significance of teaching motivations for the gain of professional knowledge during teacher education. The findings reveal that the FIT-Choice instrument’s factor structure was replicated. Furthermore, the motivation profile typical for preservice teachers in Germany was also replicated. The results also reveal that intrinsic motivation is positively correlated, whereas extrinsic motivation is negatively correlated, with GPK at the first occasion of measurement. In addition, the findings show that extrinsic motivation also matters for preservice teachers.

The purpose of this study was to investigate the effectiveness of an integrated science and mathematics methods course on preservice early childhood teachers’ efficacy beliefs for integrating science and mathematics in early childhood classrooms. Participants in two cohorts were tested to assess their efficacy beliefs for teaching science, mathematics, and integrating science and mathematics before and immediately after instruction. The findings provided evidence that the methods course was effective at enhancing preservice teachers’ efficacy beliefs for integrating science and mathematics.

This study investigated the impact of a redesigned educational technology course on preservice teachers’ knowledge and skills with regard to information and communications technology as defined by ISTE’s National Educational Technology Standards for Teachers (NETS-T). Results indicated that the preservice teachers made significant progress in technology knowledge in all five standard areas of the NETS-T; however, some performance indicators of the standards may not have been adequately addressed in the course. Student reflections from the observation experience provided evidence that preservice teachers found it helpful for their future teaching.

This article reviews 17 studies, which investigated course delivery methods for preparing special education teachers. This analysis led to the emergence of five themes: (a) established needs, (b) effectiveness, (c) logistics, (d) instructional methods, and (e) critical factors.

This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master’s degree, and selectivity of undergraduate institution. The results indicate that across the nation, districts hire a large portion of teachers during the second half of summer or once school has already begun. Results indicate no association between the proportion of teachers hired at various time points and the teacher qualifications, including selectivity of teachers’ undergraduate institutions and whether teachers are certified or have master’s degrees.