International Portal of Teacher Education

Articles of the week

Elementary student teachers in both a yearlong and one-semester student teaching design were impacted due to the COVID-19 pandemic. This phenomenon forced the closure of placement schools and their universities, and drastically changed the roles and responsibilities of student teachers.
This qualitative phenomenology study sought to capture and describe the lived experiences through two different student teaching designs and their student teaching coordinators.
This manuscript reports findings from analysis of student teacher and student teaching coordinator surveys that describe both beneficial and disappointing preparation experiences, as they navigated the ever-changing educational environment of student teaching during the initial impact of the COVID-19 pandemic.
The lived experiences of these student teachers captured how varying educational learning and teaching experiences were impacted due to the pandemic.
Throughout these lived experiences, student teaching coordinators of both student teaching designs became an integral part of the communication chain for student teachers.
This paper explores the use of arts and community-based (ACB) approaches to intercultural teacher education.
Twenty-four preservice teachers and five adult Yazidi refugees/community members participated in this study which involved a two-week arts-based workshop in Fall 2019 at the University of Nebraska-Lincoln.
Data for the study included pre- and post-group discussion recordings as well as oral and written reflections one week after the workshop.
Using metaphor analysis, the authors examine the way project participants talk about their experiences in the workshop.
Findings showed how ACB approaches hold promise as a vehicle for developing interculturality in teacher education.