The authors examine a professional development book club for teacher educators. The authors focused on understanding how teacher educators, participating in a professional development book club on English-language learners) ELL), explored their beliefs about language diversity and developed an awareness of how to best prepare future teachers for culturally and linguistically diverse schools. The authors found several overarching themes: the centrality of lived experiences, tensions within pedagogy development; and experiencing internal conflict throughout the process.

The researcher was interested to evaluate the design, implementation and effectiveness of incorporating an online learning community as part of a new-teacher induction program. The researcher focused on the conceptual framework and receptiveness of the implementation of the framework in a new-teacher induction program. The participants in the online learning community were new teachers entering as full-time employees, and contributors (administrators, veteran teachers, and professors from school of education). Data revealed positive results for new-teacher induction online learning community.

This research explored the ways that preservice teachers today (a) use Web 2.0 and other new technologies in their daily lives and in their learning experiences and (b) create online content informally and formally while learning to use new technologies in their teaching and producing teaching materials for students using new technologies. The findings reveal that preservice teachers were highly aware of new technologies and not only adopted them for personal use, but also adapted them in certain educational contexts for group projects or communication. However, this group of preservice teachers applied their knowledge of digital technologies for assignment and group work but not for classroom activities and assignments that were instructor directed.

The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.

This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.

The author explores how Black faculty mentors make meaning of their engagement with Black undergraduates at an elite US university, while also discussing impediments to establishing mutually beneficial relationships between faculty and undergraduates. The findings suggest that Black faculty at an elite research-intensive institution approached the role of mentor to Black undergraduates in different ways, according to faculty rank, age and gender. The author concludes that even under the constraints of the current system of promotion and tenure, deans and senior faculty can demonstrate the importance of mentoring undergraduate students.