International Portal of Teacher Education

Articles of the week

Teacher candidates are required to learn substantial fundamental and practical knowledge often within short, fast-paced initial teacher education (ITE) programs.
This study examined assessment education through a case study of 35 teacher candidates enrolled in an assessment/evaluation concentration at one Canadian institution.
Using a slow movement framework with Fink’s (2013) significant learning experiences taxonomy, pedagogies were analyzed that provoked slow and significant learning.
Findings from multiple data sources revealed trends in significant learning across program phases and pedagogical conditions, including authentic course assessments, cycles of coursework and placements, and collaboration.
Directions for future research and ITE programming are provided.
The purpose of the present study was to explore online mentoring experience from the perspectives of preservice teachers (PTs).
The methodology was qualitative.
35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course.
Data obtained from focus group interviews were analyzed using pattern coding.
Overall, the PTs mostly had a positive online mentoring experience.
They reported receiving sufficient contextual and technological support when needed with limited professional support.
However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines.
They indicated that when they did not receive supports this was entirely due to the pandemic.