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This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based pedagogy for supporting pre-service teachers’ development of the complex set of knowledge, skills, and dispositions needed for teaching literacy in today’s classrooms.

This study extends what has been learned from prior reviews to investigate research focused on the use of video in pre-service literacy teacher preparation with particular attention paid to the extent to which pre-service teachers’ work with video helps them examine literacy teaching and learning in relation to race, language, culture, and power.

Working with video has strong potential for engaging pre-service teachers in reflecting on their own teaching, deepening their understanding of the challenges of engaging in literacy practices, fostering expertise in systematically describing, reflecting on, and analyzing their teaching, providing multiple perspectives on instruction, analyzing and assessing student growth, and discussing developmentally appropriate instruction. Results were mixed regarding changing teachers’ knowledge and beliefs. Overall, the tasks pre-service teachers completed did not explicitly guide them to focus on the relationship between characteristics of the diverse learners featured in the videos and issues of teaching and learning.

Literacy teacher educators could do more to take advantage of the affordances of using video to work more explicitly toward goals of helping pre-service teachers develop a critical consciousness, an inquiring stance, and a sense of agency, along with examining teaching practices that represent culturally responsive teaching. Pre-service teachers need explicit guidance in what to observe for and more focused discussion regarding their developing knowledge and beliefs about student diversity.

To present a cross-case analysis of two pre-service teachers who studied their own teaching using video within a teacher inquiry project (TIP) – a teacher education pedagogy we are calling video-mediated teacher inquiry.

Activity theory is used to examine how inquiry groups collaboratively used video to mediate shifts in goals and tool use for the two pre-service teachers presented in the study. This chapter addresses the question of how video-mediated teacher inquiry supports the appropriation of teaching tools (i.e., classroom discussion) in a teacher education program.

The findings indicate that shifts in goals and tool use made during the TIP suggest greater appropriation of the pedagogical tool of classroom discussion. We also consider how these shifts may be bound by the inquiry project.

The use of video cases of teachers’ own teaching is an emergent pedagogy that combines elements of both case study methods and practitioner inquiry. We argue that this pedagogy supports tool appropriation among pre-service teachers in ways that may help them develop as reflective practitioners.

The chapter will address comparative teacher preparation programs for teachers who wish to teach in inclusive settings, including those in the United States and People’s Republic of China. Consideration will be given to developing course objectives and outcomes for teacher preparation programs through the alignment of teacher standards and content standards. Further, discussion will review assessing pre-service teacher candidates for inclusive settings. It will conclude with recommendations for inclusive teacher preparation programs.

Mentor–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.

A 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.

The 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.

Using 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.

University-affiliated mentors serve as liaisons between schools and pre-service teachers during practicum placements, offering academic, administrative and relational support. In the context of academic workload intensification, increasing student numbers and the need to respond to issues as they occur in time-pressured environments, the wellbeing of mentors can become compromised. Mentor wellbeing is explored, highlighting corollary impacts of threats to pre-service teacher wellbeing on those who support them.

A descriptive single case-study explored mentor lived experiences of wellbeing during the pre-service teacher practicum placement and mentoring process. Semi-structured interviews were conducted with mentors supervising pre-service teacher professional experience placements. Adopting a shadowed data approach, mentors shared their own experiences and reflected on the experiences of others. Data was analysed using thematic content analysis.

Mentor and pre-service teacher wellbeing experiences exhibited similar wellbeing indicators, including personal and professional stress, workload strains and ethical dilemmas. Many mentors felt invisible in terms of supports for their own self-care as the focus was on meeting practicum stakeholder and student support needs rather than their own wellbeing.

Changes to professional experience practices must consider potential impacts on pre-service teachers, in-school supervisors and the university-affiliated mentors as the wellbeing of each is potentially impacted the wellbeing of others in this professional experience triad. Increasing emphasis on work-integrated learning experiences across multiple disciplines invites future comparison and contrast of wellbeing experiences.

This study investigated the role of experienced practitioners in promoting pre-service teachers' knowledge construction and social interaction in an online professional learning community.

A repeated measures design with control and experimental groups was adopted. Two practitioners supported pre-service teachers in the experimental group to discuss issues around teaching practice. Social network analysis (SNA) and content analysis (CA) were used in the analytical approach.

CA revealed that the practitioners increased pre-service teachers' levels of knowledge construction and high-cognitive discourse. SNA showed that the practitioners enhanced pre-service teachers' professional ties. Though collaboration in high-level knowledge building occurred predominantly in peers in the same discipline, the presence of the practitioners facilitated the development of more cross-disciplinary ties in the experimental group.

The practitioners can be considered as a pedagogical tool to enhance pre-service teachers' engagement in the process of professional learning. This study suggests that in order to enhance the collaboration among pre-service teachers from different departments, the online activity should be designed to enhance interdisciplinary collaboration.

The study contributes new knowledge about the ways in which practitioners can enhance the collaboration among pre-service teachers in an online PLC. It also provides insight on how to combine CA and SNA, to examine professional learning.

The purpose of this paper is to examine the critical features and outcomes of an Australian collaborative university- and school-based immersion project for mentoring final year pre-service primary teachers in the area of special education as they embed theory and practice in inclusive classrooms for a full year, to respond to diverse student needs.

Using a three-year qualitative study design, data were gathered through pre surveys and post surveys, two one-to-one semi-structured interviews, and reflexive journal entries. Analysis using triangulation of data sources and inter-rater reliability was employed to reach consensus on the key themes.

Findings suggest that mentors proved critical to reducing pre-service teacher anxieties and to enhancing their personal and professional knowledge, confidence and skills as they differentiated instruction and assessment techniques to cater for students with a diverse range of abilities.

This research suggests that maintaining the balance of theory and practice through genuine extended school engagement experiences provided opportunities for collaborative connections on multiple levels across the school. This mentoring pathway enhanced and reinforced pre-service teachers’ professional capacity, confidence and employability potential. Limitations such as small sample size and lack of secondary school representation must be noted.

This work identified the importance of the unique features of a mentoring programme within a university-school partnership, including the benefits of a full-year immersion experience, financial reward, responsibility, empowerment and enhanced employability status of final year pre-service teachers as they transition to classroom teachers. This paper provides useful insights for researchers, practitioners and teacher education policy developers.

With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development.

The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers.

The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management.

This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

Equipping pre-service teachers with the skills and knowledge needed to teach health in socially critical ways requires pre-service teachers to examine and critique individualistic understandings of health. The purpose of this paper is to use Bourdieu’s concepts of the bodily hexis (the body as both separate from society (autonomous individuals) and the body as socially mediated (the influence of social forces upon individuals)) and pedagogic work to investigate the challenges of redressing the reproduction of individualistic conceptualizations of health in teacher education.

The paper focusses on an analysis of 31 pre-service teachers’ reflective writing in a foundational health education course, which sought to engage students in thinking about health in socially critical ways. A systematic and procedural form of document analysis was employed to examine and interpret data to investigate the ways in which students were engaging with the socially critical health discourses and course content.

The findings evidence that while students attempted to engage with and demonstrate their knowledge of a socially critical view of health, contradictions, or places where students unknowingly slipped into individualistic ways of thinking appeared frequently across the data. Findings are presented to elucidate challenges facing pre-service teachers in teaching the AC:HPE curriculum.

Findings suggest the need for teacher educators to employ pedagogic practices that can disrupt previous pedagogic work, serving to challenge and interrogate current constructions of health, and delve deeply into critical discourses through interchange and reflection.

This paper extends the current scholarship of Bourdieusian theoretical concepts in relation to critical health discourses and pedagogies.

Purpose – To offer teacher educators a multi-modal approach to include teaching digital literacy practices to pre-service teachers in order to meet the diverse needs of elementary students.

Approach – The chapter is organized by: a) describing inequities and challenges in teacher education regarding teaching digital literacies; b) presenting concrete practices that help foster digital literacy practices in class classrooms; and c) providing resources and reflective opportunities that support pre-service teachers in critically assessing technology’s affordances and constraints for literacy learning.

Findings – Evidence-based multimodal practices and artifacts used in teacher education classrooms are provided to illustrate how they can foster meaningful experiences with all students across all settings. Similarly, educational scholars in the field of incorporating digital literacies are identified.

Practical Implications – This chapter describes practical examples from the everyday literacies of pre-service teachers and elementary students, including apps, websites, tools, and approaches, that foster meaningful experiences with digital literacies. In addition, practical discussions identify strategies that pre-service teachers can use when their internship experience conflicts with methods course content.

Research limitations/implications – The strategies presented in this chapter are based on research and practice, but they focus on elementary pre-service teachers; however, secondary pre-service teacher educators could make adaptations for their learners.

Originality/value of paper – This chapter provides relevant evidence-based information about preparing pre-service teachers to enact digital literacy practices that help K-12 students to think critically, analyze content, and participate fully in 21st century digital cultures.