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Online learning is an educational process which takes place over the Internet as a form of distance education. Distance education became ubiquitous as a result of the COVID-19 pandemic during 2020. Because of these circumstances, online teaching and learning had an indispensable role in early childhood education programs, even though debates continue on whether or not it is beneficial for young children to be exposed extensively to Information and Communication Technology (ICT). This descriptive study demonstrates how a preservice teacher education course in early childhood education was redesigned to provide student teachers with opportunities to learn and teach online. It reports experiences and reflections from a practicum course offered in the Spring Semester of 2020, in the USA. It describes three phases of the online student teachers’ experiences–Preparation, Implementation, and Reflection. Tasks accomplished in each phase are reported. Online teaching experiences provided these preservice teachers with opportunities to interact with children, as well as to encourage reflection on how best to promote young children’s development and learning with online communication tools.

Over the past few years, there has been a significant increase in the utilization of artificial intelligence (AI)-based educational applications in education. As pre-service teachers’ attitudes towards educational technology that utilizes AI have a potential impact on the learning outcomes of their future students, it is essential to know more about pre-service teachers’ acceptance of AI. The aims of this study are (1) to discover what factors determine pre-service teachers’ intentions to utilize AI-based educational applications and (2) to determine whether gender differences exist within determinants that affect those behavioral intentions. A sample of 452 pre-service teachers (325 female) participated in a survey at one German university. Based on a prominent technology acceptance model, structural equation modeling, measurement invariance, and multigroup analysis were carried out. The results demonstrated that eight out of nine hypotheses were supported; perceived ease of use (β = 0.297***) and perceived usefulness (β = 0.501***) were identified as primary factors predicting pre-service teachers’ intention to use AI. Furthermore, the latent mean differences results indicated that two constructs, AI anxiety (z = − 3.217**) and perceived enjoyment (z = 2.556*), were significantly different by gender. In addition, it is noteworthy that the paths from AI anxiety to perceived ease of use (p = 0.018*) and from perceived ease of use to perceived usefulness (p = 0.002**) are moderated by gender. This study confirms the determinants influencing the behavioral intention based on the Technology Acceptance Model 3 of German pre-service teachers to use AI-based applications in education. Furthermore, the results demonstrate how essential it is to address gender-specific aspects in teacher education because there is a high percentage of female pre-service teachers, in general. This study contributes to state of the art in AI-powered education and teacher education.

Despite its imprecision, the native-nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher (NNEST) movement in particular has considered the impact of deficit framings of nonnativeness on \"NNEST\" preservice teachers. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying the notion that nativeness and nonnativeness are objectively distinct categories. This article adopts a poststructuralist lens to reconceptualize native and nonnative speakers as complex, negotiated social subjectivities that emerge through a discursive process that the author terms (non)native speakering. It then applies this dynamic framework to analyze \"narrative portraits\" of four different archetypical language teachers, two of whom seem to fit neatly into (non)native speakerist frames of language and culture and two of whom deviate from them. It then reflects on how these preservice teachers negotiate, re-create, and resist the produced (non)native speaker subjectivities, and considers the complexity, fluidity, and heterogeneity within each archetype. In the conclusion, the author consider implications of (non)native speakering as a theoretical and analytical frame, as well as possible applications of the data for teacher education.

Teachers consistently identify working with “diverse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “diverse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-reviewed journal articles (2009–2019), the article identifies groups most frequently described as diverse, three qualitatively different clusters of claims regarding how teachers can be prepared for diversity, and factors identified as constraining preparation. Analysis reveals a literature broad in focus—referencing many groups—but shallow in depth. The majority describe strategies for teaching about or catering to diversity with only few considering teaching for diversity. There is also limited engagement with specialist literature relating to concepts such as gender or race and little attention to teacher educators’ own knowledge. The article concludes with implications for teacher educators, arguing for enhanced critical epistemic reflexivity.

BackgroundThis study focuses on probing preservice technology teachers’ cognitive structures and how they construct engineering design in technology-learning activities and explores the effects of infusing an engineering design process into science, technology, engineering, and mathematics (STEM) project-based learning to develop preservice technology teachers’ cognitive structures for engineering design thinking.ResultsThe study employed a quasi-experimental design, and twenty-eight preservice technology teachers participated in the teaching experiment. The flow-map method and metalistening technique were utilized to enable preservice technology teachers to create flow maps of engineering design, and a chi-square test was employed to analyze the data. The results suggest that (1) applying the engineering design process to STEM project-based learning is beneficial for developing preservice technology teachers’ schema of design thinking, especially with respect to clarifying the problem, generating ideas, modeling, and feasibility analysis, and (2) it is important to encourage teachers to further explore the systematic concepts of engineering design thinking and expand their abilities by merging the engineering design process into STEM project-based learning.ConclusionsThe findings of this study provide initial evidence on the effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. However, further work should focus on exploring how to overcome the weaknesses of preservice technology teachers’ engineering design thinking by adding a few elements of engineering design thinking pedagogy, e.g., designing learning activities that are relevant to real life.

This article evaluates whether providing coaching between practice sessions in teacher education courses leads to more rapid development of skills and changes in teachers’ beliefs about student behavior, using mixed-reality simulations as a practice space and standardized assessment platform. We randomly assigned 105 prospective teachers to different coaching conditions between simulation sessions integrated into a teacher preparation program. Coached candidates had significant and large improvements on skills relative to those who only reflected on their teaching. We also observe significant coaching effects on candidates’ perceptions of student behavior and ideas about next steps for addressing perceived behavioral issues. Findings suggest that skills with which novices struggle can improve with coaching and do not have to be learned “on the job.”

Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom interactions. Qualitative analysis of candidates' observations of teaching at the beginning and end of the course generated a framework of practices and associated approaches for noticing instructional interactions. The 3 practices include attending to features of instruction, elaborating on observations, and integrating observations to reason about instruction. Findings reveal that variations in candidates' noticing was tied to their attention to the details of the features of ambitious pedagogy and to the extent to which they integrated observations to examine the relation between student thinking, teaching practice, and mathematical content.

This study aimed to investigate structural relationships between TPACK, teacher self-efficacy, perceived ease of use, and perceived usefulness for preservice teachers who intend to use technology, based on the Technology Acceptance Model (TAM). A total of 296 responses from the College of Education from three Korean universities were analyzed by employing the structural equation modeling methods. The results indicated that preservice teachers' TPACK significantly affected teacher self-efficacy and perceived ease of using technology. The teachers' TPACK also positively influenced their perceived ease of using technology and perceived usefulness of technology in the classroom. Finally, teacher self-efficacy, perceived ease of use, and perceived usefulness of using technology affected teachers' intention to use technology. However, TPACK did not directly affect their intention to use technology. Based on the findings, we discuss implications and suggest future research directions for preservice teachers' intention to use technology.

Learning spaces in higher education are fraught with colonial barriers such as teacher-centered, front facing, stark, feelingless, and unwelcoming classrooms that diminish students’ feelings of well-being. For pre-service teachers, these are also the types of classrooms that they often inherit as they foray into the profession. Three Bachelor of Education (B.Ed) assistant professors investigate how pre-service teachers’ well-being shifted when collectively (re)imagining and (re)envisioning a colonial university classroom space in a faculty building that is over 100 years old. They then share the findings of their a/r/tography, action research inquiry that captured the co-living, metabolic experiences and relational meshworks of both participants (n=11) and researchers documented through reflexive journaling, artistic artifacts, interviews (n=3), and contemplation. The researchers embody decolonizing praxes through intentional interpretation and writing scholarship as they weave their storied inquiry. They conclude with transformative urgencies for how B.Ed programs can recalibrate their physical learning spaces to better support and sustain teachers’ well-being in their future profession.

Teacher preparation institutions have been critiqued for insufficient emphasis on the science of reading. The authors argue that although improving early reading success and teacher preparation are both critical issues, today’s “science of reading” discourse does not fully capture the complexity of teaching students to read. First, the authors describe the lattice model of reading development, which holds that a collection of text-based, linguistic, and regulatory processes require interleaved, individualized focus in reading instruction; this is a tall order for early/elementary teachers to deliver. Second, the authors discuss evidence from the broader science of learning that preservice elementary-grade teachers likely need multiple, highly focused, classroom-based opportunities for deliberate practice and feedback to be ready to teach reading. Yet, because most are trained as content generalists over just two or three years, such systematic practice in reading may not be available. Thus, it is not simply that new teachers are unaware of effective reading instructional techniques; the more fundamental issue is that these techniques are extremely complex to implement well and that teacher candidates likely need substantial scaffolding to use them. Finally, the authors explore one promising solution: embedding preservice training with focused, targeted interventions around reading instruction that have supported experienced teachers. As examples, the Assessment-to Instruction and Story Talk programs offer teachers precise, practical guidance, bridging the research on reading and real-world classroom practice. The authors conclude with design principles that help infuse “science of learning” principles into preservice reading education.