English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021)

This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.

The Role of Self-Improving Tutoring Systems in Fostering Pre-Service Teacher Self-Regulated Learning

Computer-based learning environments serve as a valuable asset to help strengthen teacher preparation and preservice teacher self-regulated learning. One of the most important advantages is the opportunity to collect ambient data unobtrusively as observable indicators of cognitive, affective, metacognitive, and motivational processes that mediate learning and performance. Ambient data refers to teacher interactions with the user interface that include but are not limited to timestamped clickstream data, keystroke and navigation events, as well as document views. We review the claim that computers designed as metacognitive tools can leverage the data to serve not only teachers in attaining the aims of instruction, but also researchers in gaining insights into teacher professional development. In our presentation of this claim, we review the current state of research and development of a network-based tutoring system called nBrowser, designed to support teacher instructional planning and technology integration. Network-based tutors are self-improving systems that continually adjust instructional decision-making based on the collective behaviors of communities of learners. A large part of the artificial intelligence resides in semantic web mining, natural language processing, and network algorithms. We discuss the implications of our findings to advance research into preservice teacher self-regulated learning.

Reconceptualizing Preservice Teacher Preparation in Science Literacy Education Using Action Research in South Africa

This chapter presents a reconceptualization of preservice teacher preparation in the context of science, information technology, and African language education using action research (AR). The authors provide a background of AR as a transformative practice, along with benefits and possible limitations, and describe how student teachers turn theory to practice as change agents engaging in reflection and implementing solutions. Collaborative interaction between mentor teachers and lecturers and the project reports and reflective journals generated by the student teachers are integral parts of the research design and internship program. The authors recommend the use of AR to empower student teachers to deal effectively with probems that arise, and they discuss future research directions.

Postsecondary Transition Planning

Understanding one of the major purposes of a student's individual education program (IEP), the postsecondary transition planning section, is key for preservice teachers. Though federal guidelines mandate the transition plan to start by age 16, many states require the development of the plan much earlier. The author believes that for some students, the transition plan is completed too late to have full effect. The chapter will give the preservice teacher the knowledge needed to understand the component of the transition plan and offer some resources and suggestions for assessments to develop the transition plan.

Social/Emotional Trauma and Trauma-Informed Strategies for Exceptional Students

This chapter is a case study about a 4th grade student who has some exceptionalities. His mother has requested he be tested for many years, but school personnel will not agree to provide any screenings because Ethan is not a problem child, and his work is average. Ethan complains of a stomachache often, and his mother notes that she struggles to get him to do his work. There are multiple key statements in the scenarios that should provide data for preservice teachers to use when making an informed decision about the needs of Ethan. There are also questions and activities to aid the preservice teacher in recognizing and avoiding bias, finding resources to support Ethan's exceptionalities, and advocating for his/her students.