This study presents an evaluation of a theory-based trajectory for professional development called FeTiP (FeedbackTheory into Practice). It aims to have an observable effect on teacher classroom behavior. The authors describe the effects of FeTiP on the feedback behavior of teachers and attempt to explain why these effects occurred. The findings reveal that teachers showed significant progress in the frequency of the feedback they provided after following FeTiP. In the post-tests, they also provided significantly more specific feedback, and their ratio of positive and negative feedback increased. The authors found no differences for age, gender, or experience in the total frequency of feedback, specific feedback, and the ratio of positive and negative feedback at the pre-test condition.

This article examined the involvement of in-service teachers in teacher education programs. Specifically, the author asked: 1. in what ways have in-service teachers been involved in pre-service teacher education, beyond the traditional role of the cooperating teacher? 2. what are in-service teachers’ views on teacher involvement in pre-service teacher education and are they willing to become more involved? The author used al litrature review and a survey to collect data. Based on the literature review, there are many potential benefits to increased teacher involvement in pre-service teacher education, including the professionalization of the teaching profession, and, ultimately, better preparing pre-service teachers for the realities of the classroom. The results of the survey indicated that most teachers would consider becoming more involved, if given the opportunity.

This article examines how various aspects of the first author's identity, i.e. natural, institutional, discursive, and affinity, intersected during his first semester as teacher educator. The experience of the novice teacher educator revealed that his preoccupation with students’ perceptions of who he was as a teacher and as an individual prevented any substantial consideration of the kind of teacher educator he wanted to be. Given the insecurities often tied to this new professional identity, the authors argue that it is important to consider and negotiate the pedagogical and professional development of first-time teacher educators.The authors believe that an emphasis on community should be promoted in order to enhance the possibilities of teacher education. They say that novice teacher educators should be surrounded by like-minded individuals who function as both critical friends and a supportive community.

The purpose of this study was to compare the challenges faced by new K-12 mathematics teachers (MTs) and new mathematics teacher educators (MTEs) and use what is known about supporting new K-12 MTs to begin to develop improved support systems for new MTEs. These findings show that novice mathematics teacher educators need additional and more valuable teaching opportunities throughout their preparation programs as well as mentoring experiences to help them as they transition into their new positions. These findings are consistent with literature review findings on the experiences of novice K-12 mathematics teachers. The authors conclude that these findings about the need for teaching experiences and mentorship for novice MTEs ,much like those needs identified for novice MTs, may help improve teacher education programs while also improving mathematics teacher education programs.

This article proposes a learning development (LD) perspective to peer learning in higher education. This article focuses on the PAL scheme, which was introduced at Plymouth University in 2011 (PALS@Plymouth) with the specific intention to promote a LD perspective. The author conducted a small scale study based on informal, semi-structured interviews seeking the views of PALS leaders about how their involvement in the scheme might serve to focus attention not just on individual student needs but on to problems arising from academic practices more broadly. The interviews with the PALS leaders revealed the value of learning from peers. The author suggests that student-led sessions could offer opportunities to assimilate and gain confidence in academic discourse, as advocated by PALS leaders in this study.