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An analysis of traditional authoritarian preservice teacher development approaches in Pakistan demonstrates that they develop teachers as technicians who carbon copy the same authoritarian training model in their classrooms. The more contemporary approaches to teacher education with leadership development focus are mostly limited to in-service teacher education programs. The key dilemma with in-service education is that once the teachers have received higher qualification they tend to move out of the classrooms to assume management positions. What Pakistan requires is classroom teacher leaders who have the capacity to initiate and sustain school improvement. I propose the pedagogy of transformation, which is based on the principles of participation and emancipation suited to develop preservice teachers as active professionals who have the capacity to influence and drive improvements in their own learning and in the learning of the children. The transformation pedagogy encompasses five specific instructional strategies for nurturing teachers’ leadership skills in the current preservice teacher preparation program in Pakistan. These are: encourage active involvement and delegation of authority among preservice teachers, engage preservice teachers in critical analysis and meta-cognitive tasks, building collaborative teams and professional networks among preservice teachers, providing preservice teachers with experience of working with real-life teacher leaders, and develop preservice teachers’ moral and ethical reasoning. I bring the discussion to a closure in the form of a framework which encompasses key elements of the proposed pedagogy. The framework can be adopted or adapted to give due considerations to the complexities of the contexts where it is being implemented.

This chapter is an examination of research as teacher education. I present the experiences of preservice teachers/education students engaging in term-length research projects focusing on a student of a cultural or social background different from their own, while also documenting their own experiences of conducting research in their student teaching settings as part of their coursework. Recognizing the possibilities and addressing the challenges encountered by preservice teachers when engaging in research to learn about socially and culturally diverse students contributes to the body of teacher knowledge needed for all educators in an increasingly diverse local and global community. Students in the student teaching component of their teacher education program are professionally positioned to access firsthand the complexity and nuances of diversity in a school community. Examination of their experiences highlighted benefits of including research, namely narrative inquiry research, to engage preservice teachers in learning about issues of diversity and curriculum in ways that are highly relevant to their own teaching contexts, while at the same time, gaining a framework and assuming an inquiry stance that will serve them well throughout their careers. I also explore challenges of engaging preservice teachers in research to learn about diversity in classrooms and schools.

This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.

The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey.

Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes.

Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes.

This study contributes to the multicultural studies on teacher education.

This study, carried out in the bilingual and bicultural border area of South Texas, is an exploration of bilingual preservice teachers’ identity formation and their experiences and beliefs about literacy and biliteracy during an undergraduate class focused on learning about emergent literacy in the bilingual classroom. This study is based on a sociocultural approach to learning and identity development, and research that explores how bilingual teachers’ identity is shaped through their participation in cultural and linguistic practices. The purpose of this practitioner research is to provide insights into preservice teachers’ identities as they start to explore literacy and biliteracy practices. Two research questions guide the study: What experiences about literacy and biliteracy development do prospective teachers identify as meaningful? How do these experiences contribute to define bilingual preservice teachers’ identities? Findings indicate that bilingual preservice teachers’ identities are shaped by cultural and linguistic experiences that define the bilingual and bicultural dynamics of the region. Two predominant types of experiences impact bilingual preservice teachers’ beliefs about teaching, learning, and literacy/biliteracy development. Particularly significant in defining their perceptions are the lessons learned from meaningful others – especially mothers and teachers – and certain relevant memories regarding effective practices they experienced when learning to read and write. Implications for teacher education preparation of bilingual teachers are identified.

This study examines EFL preservice teachers' life-history narrative. The objectives of the examination were to identify the preconceptions of teaching and teachers that the preservice teachers brought to teachers college, the sources and biographical origins of these preconceptions, and to what extent, if any, the preconceptions influenced their initial motivation to enroll in a teacher education program.

Using a life-history narrative as the method, the authors aimed at capturing and describing the critical moments in the preservice teachers' educational histories, the people involved in those moments (Clandinin and Conelly, 2000) and the sociocultural factors that might have influenced their preconceptions of teaching and the work of teachers as well as their decision to undertake teacher education.

The narrative analysis of the autobiographies has revealed that the preservice teachers still viewed teaching and teachers from altruistic perspectives. These preconceptions were based on the apprenticeship of observation and highly influenced by significant moments, the people they interacted with throughout their life and educational history and the sociocultural value of teaching and teachers in Indonesia. These preconceptions have influenced their genuine motivation to undertake teacher education and their commitment to the teaching profession. Several pedagogical implications for teacher education are also presented.

The authors’ study contributes to the scholarly conversations about the critical roles of life-history examination in the understanding of preservice teachers' motivation to undertake teacher education.

The purpose of this paper is to explore a case study of a group of preservice teachers that took part in a playbuilding process as part of a drama education course at a Canadian University. The paper focusses on ten preservice teachers’ creation in original theatrical production, The Teacher Diaries: a collage of stories based on the preservice teachers’ lived experiences as teacher candidates. Through a discussion of the playbuilding process, the techniques used, and an analysis of three scenes, this paper addresses the question: How can playbuilding and performance help preservice teachers “become pedagogical”?

The paper focusses on ten preservice teachers’ creation in original theatrical production, The Teacher Diaries: a collage of stories based on the preservice teachers’ lived experiences as teacher candidates. Through a discussion of the playbuilding process, the techniques used, and an analysis of three scenes, this paper addresses the question: How can playbuilding and performance help preservice teachers “become pedagogical”?

The primary understanding that emerged from this research was how playbuilding can be used as a holistic participatory research method in which participants conduct research, analyse, thematise, implement and disseminate data throughout the creative process.

As researchers of this playbuilding process, the authors have come to realise that when using playbuilding as a method for research and arts creation there is an overlapping of understanding and analysis of the research findings that is a continual part of the research process. Rather than simply collecting data, analysing it and drawing conclusions from the previously identified data, the whole process becomes a research experience. As seen above, participants were continually coming up with insights throughout the process that informed the creation, growth and change of their scenes so that they could create a final product.

Drawing on a case study of ten preservice teachers, and their original performance piece The Teacher Diaries, this paper set out to determine how the playbuilding process can be used to help preservice teachers develop pedagogically. Several scholars have already noted that creating collaborative theatre is a reflective, inquiry-based process (Belliveau, 2006; Cahill, 2006; Carter et al., 2011; Conrad, 2004; Goldstein, 2008), and that the creation and performance of live theatre allows participants to interact with audiences in ways that written material cannot (Norris, 2000, 2008).

Throughout the playbuilding process, the preservice teachers engaged in storytelling, improvisation, reflection and dialogue. Working collaboratively, the preservice teachers were able to identify similarities in their experiences and develop a supportive community where they could share stories and resources (see Mreiwed et al., 2017 for more discussion of community development through drama).

Because of this, the members of Team Awesome were inspired to create a pamphlet (including tips and links to government and other online resources) to share with their peers following the performance. While this was simply one case study, the results of this study indicate that the playbuilding process has great potential for use in helping educators “become pedagogical” through collaboration, reflection, articulation of needs, community-building and the sharing of resources in preservice teacher education.

This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.

This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.

The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.

By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.

This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

This case study aims to examine the discourses of Early Children Education (ECE) curriculum and preservice teachers’ teaching practicum in Hong Kong to explore issues of developing preservice teachers as leaders for their future career. Adopting the qualitative case study methodology, semistructured interviews and documentation were mainly used for data collection to address the following research questions: (a) To what extent are preservice teachers in ECE in Hong Kong aware of the needs of leadership development for their future career? (b) To what extent are the preservice teachers in ECE in Hong Kong able to be developed as leaders in the process of teacher education? (c) What are factors influencing the leadership development of preservice teachers in preschools in Hong Kong? Documents such as program handbooks, field experience handbooks, and student participants’ teaching portfolios were collected for analysis. Both teacher educators and preservice teachers were invited for individual interviews to reflect on their experiences of supervising or participating in teaching practicum. The findings revealed that both teacher educators and preservice teachers were aware of the importance of developing preservice teachers as leaders. The teaching practicum provided various opportunities for preservice teachers to develop leadership skills. However, personality and learning experiences provided in the curriculum will also impact on leadership development. This study also informs policymakers, curriculum developers, and teacher educators about possible curriculum changes and potentials of developing preservice teachers as leaders for their future career.

This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.

In this qualitative study, we explore 31 preservice teachers’ generative trajectories including how they built on instructional practices learned in the service-learning project, the university methods course, and the field-based experience. We addressed the question: In what ways does participating in a semester-long field-based university course combined with a service-learning program shape preservice teachers’ views about effective literacy practices for emergent bilinguals? We identified four themes in our analysis: importance of choice in literacy pedagogy; learning from and with our students; freedom to apply course methods and ideas; and growing confidence and align them with Ball’s (2009) generative change model and the four processes of change – metacognitive awareness, ideological becoming, internalization, and efficacy.

We found the preservice teachers’ ability to develop an awareness of diversity grew from their work with students both in their field-block experience and writing club. These opportunities provided them with a layering of learning – from course readings, collaborating with teachers, to problem solving and creating lessons that specifically met their students’ needs. By moving in and out of different contexts, preservice teachers developed generative knowledge about ways to support writing for emergent bilinguals. Likewise, they became keenly aware of their own experiences and beliefs. Implications include the importance of providing a variety of opportunities for preservice teachers to work directly with students. This should be accompanied by written and verbal discussions to examine and critique their experiences and ideologies in relation to students’ language and literacy needs.