Section archive - Theories & Approaches

The article explores emotional writing in a primary teacher writing program. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education program in the Republic of Ireland. Analysis of journal responses indicated how student teachers shaped and reshaped their emergent identities through discourse, memory, emotions, and personal biography and along a values-action continuum.

The article examines student and teachers expectations and experiences in a reading undergraduate teacher education course. Students in the course were middle-school education majors and speech pathology majors; the educational backgrounds and identities of these students presented lack of fit with each other and, for some, with the inquiry-based nature of the course pedagogy.

This article is primarily concerned with the “practical conclusions” of attending to dispositions in teacher preparation. It makes a case for teachers with moral disposition, for several reasons. They are changers to the methods they employ; they are the most important point of the disposition debate that is grounded in avoiding poor moral character.

Student teachers' potential to change and reflect on their activities can be positively influenced by the opportunities created in teacher education programs. This paper explores an educative opportunity with the researcher and his practicum advisees by facilitating a continuum of reflective school-based activities through a dialogical relationship.The action research was an exploratory practicum pedagogy in which the researcher, as a teacher educator practitioner, and eight student teachers as pedagogical and research participants, seized opportunities of collaboration and dialogical relationships.