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The aim of this study is to analyse the experiences of student teachers and mentors regarding in‐service teacher‐training or the “Learning in the Workplace Trajectory” (LIW) in Flemish secondary schools. How is this trajectory perceived by mentors and student teachers, i.e. do their individual expectations and capacities match with the formal guidelines implemented by the teacher‐training institutes (and how)?

This study investigates the LIW trajectory on a pragmatic level, using qualitative research methods such as semi‐structured interviews. The focus of this study is twofold: coaching during the LIW trajectory and evaluation during and at the end of the LIW trajectory.

The majority of the respondents (mentors and student teachers) indicated that adequate communication and partnership between school and teacher‐training institute (on both organizational and individual level) is essential for a successful trajectory. The challenges which both organizations have to face in order to establish an effective partnership and to effectively guide future student teachers towards their future profession, were made transparent: invest in intensive coaching and install structural involvement of both school and institute during the trajectory.

This study was limited to a qualitative methodology and therefore has very few universal implications. Furthermore, this study originated from a practical point‐of‐view, with no interest in finding new theoretical insights on workplace learning.

This study shows that without sufficient financial and structural support from the government, schools and teacher‐training institutes are left facing the challenges (finding ways to invest in and increase coaching the LIW student teachers and structural involvement in the organization of the LIW trajectory of schools) on their own.

This study aimed to highlight the perspective of student teachers and mentors – in other words to see this “Learning in the Workplace Trajectory” through their experience, as they experience(d) it in order to get a look inside the daily practice of both LIW students and mentors during coaching and evaluation.

In this chapter, the author argues that only raising awareness about teaching techniques in short-term inservice teacher training programs is not sufficient. She calls for inclusion of practical guidance for systematic reflective practice that will help teachers become autonomous in the long term. As many developing countries are still deprived of formal teacher development faculty at educational institutions who can support teachers’ growth in-house, she suggests that inservice teacher training programs incorporate guidance for teacher reflection to assist practitioners’ ongoing learning when they return to their school settings.

This article aims to assess the awareness among educators of strategies put in place for peer teacher evaluation (PTE), and training opportunities availed to them in relation to PTE.

The study was conducted in secondary schools in three selected districts of Western Province of Kenya using a descriptive survey design. Data were collected from school principals, senior teachers, heads of departments and teachers using questionnaires, interview schedules and a document analysis guide.

The findings generally revealed that though all schools where PTE was practised had made some attempts to organise some awareness programmes, they were not focused as evidenced in the varied reasons that were provided to show why they were organised. The study also established that less than half of the teachers had been exposed to in-service training opportunities.

There is scarce literature based on empirical studies focusing on school-based teacher evaluation (SBTE). Most of the studies the author was able to access were descriptive and on teacher evaluation in general. Consequently, most recent studies in Kenya, for example, tend to focus on topical issues like HIV/AIDS, gender, Free primary education and how they impact on curriculum implementation while what goes on in the classrooms is ignored.

Identifying and analysing awareness strategies and in-service teacher training related factors that hinder and/or promote PTE may help in strengthening the practice if the recommendations of this study are implemented. Findings of this study if accessed may provide information to policy makers both at national, local and school levels in Kenya on the practice of PTE. National and local policy gives legality to PTE while school policy directs the process and procedures for the practice at school level. This study also provides a theoretical knowledge that precedes the practice of PTE.

Peer Teacher Evaluation embraces characteristics such as collaboration, collegiality and dialogue and so can enhance positive working relationships among teachers. Teachers in the classroom are known to maintain cultural norms of privacy and individualism. Peer Teacher Evaluation being teachers evaluating each other, therefore, removes the culture of privacy and individualism. If well practised, it may promote rapport and trust among teachers.

The study analysed the level of awareness and in-service training of teachers on PTE which is one of the modes of SBTE in secondary schools with the purpose of coming up with suggestions that may help bring about improvement in the practice in order to strengthen it in schools.

In this chapter, we first describe an innovative teacher-training system that focuses on the uses of educational ICT at the level of a Swiss Canton and provide illustrations of its implementation. In the second part, we synthesize, from 10 years of enactment, the main results of the evaluation of the effects of the particular training on students and teachers. A third part of our chapter discusses these results and proposes avenues of interpretation and possible actions. This approach sets out to highlight the positive aspects of this important experience so that it can be renewed and adapted in contexts different than our own.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

This chapter discusses the current state of inclusive education in Azerbaijan and builds connections to the realization of Sustainable Development Goal 4 (SDG4). It focuses on Azerbaijan's progress toward SDG4 targets, such as early childhood development, general education, and pedagogical higher education. In this article, the history of inclusive education in Azerbaijan is described, relevant education policies are reviewed, definitions of inclusiveness and inclusive education are provided, compared with international standards, and the main challenges are pointed out. Moreover, the chapter discusses the challenges of the reform process and inclusive education during pandemics and war crises.

This chapter uses macro policy analysis conducted at the Center for Teacher Education Research (CTER), Beijing Normal University to analyze the decision-making concerning teacher internship from the perspective of national policy. Internship, a teacher preparation policy initiative in China, is both needed to ease the teacher shortages in rural and poor areas of China and to create new models of teaching practice. Attention is then given to two aspects in policy implementation – student teachers’ learning and teachers’ multiple forms of instruction – from the perspective of teacher preparation. To conclude, the chapter offers some summary statements having to do with the policy debate and the implementation of the internship in China.

The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received.

This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace.

This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning.

The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace.

Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.