‘Just to make sure I didn’t miss something…was there a booklet of information?’: the (mis)communication of the cooperating teacher role

The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers’ school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers’ practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.

The representation and retention in the teaching profession are lower for people from all minority ethnic groups in England. The most significant ethnic disparities were found to occur in the early career stages (Worth et al., 2022). This article draws on critical race theory to investigate how racism, in the form of racial microaggressions, contributes to these disparities. It shares the findings from a small-scale research project on student teachers’ experiences of racial microaggressions while learning to teach and discusses the implications for retention in the profession. It draws on a pilot survey (N = 42) and interview data from 14 pre-service teachers from a variety of ethnic and subject backgrounds to explore participants’ racialised experiences on school placements, as well as university elements of the Initial Teacher Education (ITE) programme in England. The findings suggest that microaggressions were more common on school placements than at universities. There is evidence to suggest that experiences of racial microaggressions may negatively affect minority ethnic student teachers’ thoughts on viability in the teaching profession.

The goal of this study was to perceive how professional socialisation fostered the professional identity formation of physical education preservice teachers. For that, we intended to study the preservice teachers’ school placement and its influence on their professional identity formation. This investigation was designed using a qualitative research method, with data gathered through semi-structured interviews with six preservice teachers. Each participant was interviewed three times throughout the school year. Findings show that these individuals’ beliefs or convictions about the teaching profession were rarely influenced by the school placement and initial teacher education programme, as participants were already acquainted with the profession. The participants recognised the value of the school placement, but they emphasised that throughout this period of professional socialisation, they only learned practical teaching skills. These preservice teachers’ sense of self as professionals was based on their identification as teachers in the educational setting. We conclude that, whereas initial teacher education programme had a lasting impact on physical education preservice teachers’ performance as teachers, it had a residual influence on their professional identity.

In 2012, the UK Troops to Teachers (TtT) initial teacher education (ITE) programme was introduced by the UK government as part of plans to solve the joint problems of diminishing teacher recruitment and retention and to provide ex-service personnel with new career options. This paper presents findings from a Longitudinal Interpretative Phenomenological Analysis (LIPA) where five participants describe their experiences of that route into secondary school teaching. Data were gathered using semi-structured interviews at three time-points; during the two-year course and at the end of the Newly Qualified Teacher (NQT) year, in order to facilitate a deep description and offer a nuanced account of participants’ perspectives. The study builds on previous research, which found that the anxiety caused by returning to novice status from the position of expert was substantial, and the psychic (intrinsic) rewards of teaching enabled participants to remain in the profession when faced with other challenges, most notably workload and behaviour management. The study finds little evidence that having a military background had prepared participants to cope with the demands of becoming a teacher any better than other second-career or traditional entry teachers. This paper concludes that the particular needs of second-career teachers more widely need to be openly discussed during their ITE programme in order to enable them to prepare for the challenges they will inevitably face.

PurposeMentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE) programme, these relationships become a key factor. Pre-service teachers’ capacity to cope on a professional placement is closely linked to the quality of the mentoring relationship. The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship.Design/methodology/approachA mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs.FindingsThe results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession.Originality/valueUsing the Coping Scale for Adults in the context of practicum provides an insight into individual experiences. The implications of mentor–mentee relationships for individuals’ coping are highlighted. initial teacher education programs and schools have significant roles in supporting mentor–mentee relationships and practical supportive interventions are offered.

This chapter reports on a curriculum initiative which was implemented within secondary initial teacher education (ITE) programs in a university department of education of an inner-city area of London, England. The training programs are for pre-service students intending to teach pupils aged from 11 to 16 years and are of one year's duration. These programs are embarked upon after successful completion of a subject specialist undergraduate degree. Partnership requirements for all ITE in England mean that the courses must include both university- and school-based elements, and in fact, students spend the majority of their time in their placement schools. University-based provision is structured around subject studies and professional studies.

There is increased accountability of initial teacher education (ITE) programs in Australia to develop Graduate teachers who are better prepared. Most ITE programs have been designed using Pedagogical Content Knowledge. Informed by the growing Technological Pedagogical Content Knowledge (TPACK) research, this journal article suggests that ITE programs need to develop Graduate teachers who have the TPACK capabilities to use technologies to support teaching and student learning. Insights from the research and evaluation of the Teaching Teachers for the Future (TTF) Project, which was guided by the TPACK conceptualisation, are provided. The TTF Project, which involved all Higher Education Institutions providing ITE programs in Australia, drew upon the TPACK conceptualisation. The TTF Project research and evaluation included the development and administration of a TTF TPACK Survey and the implementation of the Most Significant Change Methodology. Key findings resulting from the employment of these methodologies are summarised to provide guidance to inform the improvement of ITE programs to develop Graduate TPACK capabilities.

Previous studies have examined patterns of withdrawal from initial teacher education (ITE) programs and have found that pre-service teachers are more likely to withdraw if they are male or older than the typical pre-service teacher. This study presents case studies based on semi-structured interviews with older male pre-service teachers who withdrew from a large one-year post-Bachelor’s ITE program. To better understand the experiences of these pre-service teachers and the reasons they withdrew, we present each case as a unique narrative before examining the similarities and differences in their expectations and why they withdrew from the program. We discuss possible interpretations of and approaches to preventing withdrawal for stakeholders of ITE programs.

This study critically examines the mathematics knowledge of pre-service post-primary mathematics teachers (N = 85) on commencing their Professional Master of Education (Level 9) initial teacher education (ITE) programme across four institutions in Ireland. Given the nature of a consecutive approach to mathematics teacher education, pre-service teachers enter their ITE programme from a variety of undergraduate degree backgrounds and it is largely accepted that their mathematical content knowledge does not change during their teacher qualification programme. This study utilises a paper-and-pencil test to assess participants’ cognitive and conceptual proficiency with curriculum-aligned mathematical content. Between group comparisons in relation to participants’ undergraduate studies and cognitive and conceptual proficiency are also examined. The data suggest that pre-service teachers demonstrate a strong proficiency with Junior Cycle curriculum-aligned content and poor proficiency with Senior Cycle content, irrespective of the curriculum strand. In addition, significant mean differences exist between participants who had undertaken undergraduate degree studies in physics and mathematics in comparison to other degree programmes. Such investigations are essential given the increased focused on developing highly qualified teachers and policy revisions on ITE programmes. This research alerts us to issues within ITE programmes that may be addressed prior to mathematics teachers’ induction into the profession.

In this research, we investigate the concerns regarding a national mathematics curricular reform of a cohort of student teachers over the course of their 2-year postgraduate initial teacher education (ITE) programme. The concerns of 41 student teachers from four third-level institutions in Ireland were initially recorded at the commencement of their ITE programme. A qualitative study examining the evolution of these concerns for 12 student teachers was undertaken over three different stages of the 2-year programme. Qualitative responses were generated and analysed according to their stages of concerns. Findings suggest that, at the commencement of their ITE programme, student teachers displayed few informational concerns yet they possessed several incorrect assumptions regarding the intention of the reform. Over time, these concerns evolved towards their capabilities to implement the curriculum in classrooms and consequences of the reform on student learning. At the end of their ITE programme, many expressed concerns about implementing reform practices when they become newly qualified teachers.

While there has been a significant increase in the number of teachers who are using video games in their classrooms, there has been a lag in initial teacher education (ITE) programs that include video game pedagogy. Research has outlined a significant gap between the theoretical applications of video game use in classrooms, including its link to education learning theories, and its actual reported use by teachers. The aim of this research is to understand current practices within ITE programs regarding video game pedagogy. A comprehensive scoping review examining both research literature and institutional practice was undertaken, which included an analysis of current video game pedagogical frameworks, a scoping review, and an audit of Australian ITE programs. Results demonstrated a clear lack of video game pedagogical training within ITE programs, especially within Australia. Additionally, results highlighted a patchwork of frameworks, none of which focused on video game pedagogy holistically. As a result, the PATHWAY Curriculum Framework was designed – a pedagogical approach for ITE programs encompassing learning areas including theoretical understanding, video game applications and assessment, and teacher reflection. A pilot program to test the effectiveness of the framework should be undertaken. The findings suggest the need for ITE institutions to implement video game pedagogical instruction to ensure future teachers can effectively apply these digital tools in a rapidly changing educational landscape.

The cooperating teachers ability to effectively support the professional development and training of student teachers during the field experience may be impacted by the level of support and guidance they receive. This qualitative single-case study was designed to explore the relationship between the cooperating teachers and one university teacher education program. The study further sought to explore what training and supports were provided to the cooperating teachers before and throughout the field experience, as well as how the cooperating teachers level of self-efficacy informed professional practices. By conducting this study, the researcher took a closer look at how university teacher preparation programs and school districts may prepare the cooperating teacher and provide more consistent guidelines and structure during the field experience. Snowball sampling was used to identify two university supervisors from a single public university and 11 cooperating teachers from five suburban schools in three districts. A triangulated approach to data analysis drew on semi-structured interviews, cooperating teacher journals, and related artifacts. Multiple iterations of analysis occurred manually and with the online software tool, Dedoose, using in vivo codes and those created in situ. The following are the three analytic categories that emerged from the analysis: (a) processes and perceptions gap, (b) areas with communication needs, and (c) opportunities for professional enrichment. This research illustrated that the criteria for selection was unclear and the processes for development of cooperating teachers were nonexistent. Therefore, the cooperating teachers relied on their experiences during the field experience. Although dissemination of information happened through multiple methods, the primary mode of communication was expressed in writing. There was a lack of communication, which is an integral component of the field experience because of its impact on defining roles and responsibilities, conducting observations and feedback, building relationships, and supporting the cooperating teacher. The field experience provided enrichment through reciprocal learning and opportunities to give back to the teaching profession. Recommendations are offered for the university teacher preparation program and school sites. The limited size of the sample may limit the studys generalizability. Keywords: cooperating teachers, field experience, self-efficacy, student teacher, teacher of record, university partnerships, university supervisor

Teaching practicum effectiveness is determined by several factors: adherence to the norms and standards that govern acceptable school-based-student teacher practicum assessment and student teacher assignment to teaching schools, as prescribed under the teaching school-university partnership practicum model. At the heart of the teaching experience are two relationships: one between mentor teachers and student teachers and the other between teacher educators and student teachers in assessment of their practices. Assessment plays a multifaceted role in supporting the process of learning, in judging student achievement in relation to course requirements, and in maintaining standards of the profession. As enacted in the teacher program, assessment assists teacher educators in the formative and summative evaluation of student teachers when assigned for the practicum in teaching schools. A qualitative research phenomenological case study design, targeting 10 student teachers who completed their teaching school-based practicum after a four-year BEd foundation phase program, was adopted to explore student teacher experiences of school-based assessment. To substantiate the findings, qualitative data were collected through biographical forms, semi-structured interviews, teaching practicum portfolios, and the Teaching Practicum Manual for Sessions 1 and 2 as implemented by a selected university offering an initial teacher education (ITE) program with practicum mentorship. Content and thematic analyses were used to identify themes, with a series of common themes identified based on empirical, theoretical, and policy findings, to determine the impact of the existing practicum approach, a practicum assessment model, on student teacher levels of readiness to teach. Not all student teachers received the expected assessment experience. Several student teachers felt that the way the formative and summative evaluation processes were conducted and the feedback from the teacher educators based on only two visits were insufficient for fair performance evaluation over the 8–12 weeks of school practicum, although they regarded evaluator visits as helpful for reflection, grading, nurturing and a fair critique of their performance. Student teachers indicated to have gained considerable knowledge to improve lesson delivery and classroom management.

This article is drawn from a doctoral study that investigated initial teacher educators’ views of giftedness and the apparent consequences of those views for pedagogical practice in early years educational settings. The aim of the study was to describe teacher educators’ understandings and meanings of giftedness because their perspectives can reflect the extent to which initial teacher education (ITE) programmes value giftedness. The data were collected through semi-structured interviews, during which ITE programme leaders and teacher educators discussed their understandings of giftedness, and how to identify and respond to it. The educators explained that supporting the special learning needs of gifted children requires a focus, not only on the individual child, but also on building relationships with the children and their families. Aotearoa New Zealand’s ITE programmes likewise emphasise relationships, which is a core principle of Te Whāriki, Aotearoa New Zealand’s early childhood education curriculum. The implications from several findings of the study include the need for ITE programmes to provide student teachers with greater awareness of individual giftedness, and the need to develop relationships with gifted children, their parents, and whānau (families) as a strategy to respond to individual needs.

Background: Research demonstrates the benefits of communities of practice (CoP) for teachers’ professional learning in Physical Education (PE). However, much less is known about how CoPs can be used to understand pre-service teachers’ (PSTs) professional learning in their Physical Education Teacher Education (PETE) programmes. Negotiation of meaning (NofM) is a crucial concept regarding learning inside of a CoP. Hence, understand how meaning is negotiated in initial teacher professional development might allow the enhancement of the social learning strategies in PETE programmes. Purpose: This article draws on the CoP theoretical framework, and specifically the concept of NofM to understand how PSTs negotiated meaning during a two-year PETE programme. In particular, the focus is on the challenges faced by PSTs throughout the PETE social interactive process. Participants and settings: The setting was a PETE programme in Portugal. In year one, the participants were three university teacher educators (TE) and 25 PSTs. In year two, the participants were three PSTs from year one who were in their school placement, a university supervisor (US) and one cooperating teacher (CT). Data collection and analysis: This study was an ethnography with a two-year longitudinal design. Data were collected through the ethnographer’s participant-observations (first author), meetings of the PSTs with the mentoring team (TEs, US, CT), and the ethnographer’s field diary, reflexive log, and audio-recordings. Data analysis involved the constant-comparative grounded theory method. Findings: Analysis resulted in the identification of three key challenges during the course units, for PSTs in the first year of their PETE programme: (a) the diversity and disconnections within the course units; (b) (the lack of) membership; and (c) the absence of democratic spaces in PETE class discussions. In the year two of PETE during the school placement, three challenges were identified for the negotiation of meaning (NofM): (a) the lack of dialogue with and focus on pedagogical practice by the cooperating teacher; (b) working together and the pressure to individualise PSTs’ education process; and (c) unreachable support and supervision from the university. Implications: We suggest that PETE programmes should emphasise pedagogical strategies that create spaces for the cultivation of CoPs. For instance, we suggest PST engagement in continuous and planned group work across curricular years (e.g. peer-teaching and micro-teaching experiences) to increase work group membership. We recommend the emphasis on discussion sessions mediated by a facilitator (e.g. TEs, CTs, or US) where the different working groups could share their repertoire of learning experiences as a CoP. Moreover, we suggest optimisation of a base of pedagogical knowledge regarding course units’ integration between the TEs of the PETE to systematise the process and also, an increased connection between the university and the host school. Additionally, we propose continuous professional development by the CTs to facilitate the requirements of the PETE programme.