Pedagogy as a discipline: emergence,sustainability and professionalisation

In recent years, the emergence of pedagogy in higher education as an increasingly professionalised endeavour has been observed by a number of writers. In this article, I argue that pedagogy is developing the characteristics of a discipline, with its own methodologies, sense of community, and power dynamics. Whilst in principle, I welcome the formation of a discipline of higher education pedagogy, I warn against the danger that pedagogy will become increasingly divorced from the classroom context. I also call for those working in this discipline to develop and promote critical pedagogies that seek to challenge existing ‘safe systems’ (Guilherme & Phipps (2004 Guilherme, M. and Phipps, A. 2004. “Introduction: why languages and intercultural communication are never just neutral”. In Critical pedagogy: political approaches to language and intercultural communication, Edited by: Phipps, A. and Guilherme, M. Clevedon: Multilingual Matters.  [Google Scholar]) Critical pedagogy: political approaches to language and intercultural communication (Clevedon, Multilingual Matters)) in order to guard against pedagogy merely being a service unit, serving the whims of government, funding councils and institutions.     

Peter Effect in the Preparation of Reading Teachers

The Peter Effect (Applegate & Applegate, 2004 Applegate, A. J. and Applegate, M. D. 2004. The Peter Effect: Reading habits and attitudes of teacher candidates. The Reading Teacher, 57: 554–563. [Web of Science ®] , [Google Scholar]) claimed that one cannot be expected to give what one does not possess. We applied this notion to reading teacher preparation and hypothesized that teacher educators who do not possess an understanding of basic language constructs would not prepare teacher candidates with an understanding of these constructs considered essential for early reading success. Results from a survey of basic language constructs revealed similar patterns in performance between teacher educators and their respective teacher candidates, which served as initial validation of the Peter Effect in reading teacher preparation.     

Critical elements for the science teacher to adopt a student‐centered approach: the case of a teacher in transition

Much research has been done and reform is suggested relating to teachers’ implementation of student‐oriented learning environments, yet research on the role, beliefs, pedagogy, and knowledge of teachers simultaneously in classroom environments has been minimal (Kyle, 1994 Kyle, W.C. 1994. School reform and the reform of teacher education: Can we orchestrate harmony?. Journal of Research in Science Teaching, 31: 785–786. [Crossref] , [Google Scholar], Journal of Research in Science Teaching, 31, 785–786). This case study reports on a teacher’s perceptions, epistemology, and understandings of student‐oriented learning environments during a large project in which teachers from Grades 7 to 11 implemented an interactive‐constructivist approach in place of a traditional teacher‐oriented approach. In‐depth analysis of data revealed that the participant teacher’s perspective of a student‐centered science learning environment concerned the following: understanding of students’ prior knowledge, the importance and challenges of questioning, the teacher’s conceptual understanding of topics and unit preparation before and during the implementation, and the teacher’s motivation and problems in moving toward such an environment. There was consistency between the emerging themes and the crucial components of Simon’s Mathematics Teaching Cycle model, such as the teacher’s conceptual and pedagogical knowledge, hypothetical learning trajectory, and the teacher’s beliefs and teaching practice as argued by Haney, Czerniak, and Lumpe (1996 Haney, J., Czerniak, C. and Lumpe, A. 1996. Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9): 971–993.  [Google Scholar], Journal of Research in Science Teaching, 33(9), 971–993) and van Driel, Beijaard, and Verloop (2001 van Driel, J.H., Beijaard, D. and Verloop, N. 2001. Professional development and reform in science education: The role of teachers’ practical knowledge. Journal of Research in Science Teaching, 38(2): 137–158. [Crossref], [Web of Science ®] , [Google Scholar], Journal of Research in Science Teaching, 38(2), 137–158). Further, findings of this study would help teacher education and reform planners to conduct more comprehensive studies on teachers’ perceptions about inquiry‐based teaching over the course of several years of inservice and preservice programs.     

Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers

This study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. A multiple methods approach was utilized and data were collected with the Questionnaire Examining Student Teachers' Beliefs about Creativity (Diakidoy & Kanari, 1999 Diakidoy, I. and Kanari, E. 1999. Student teacher beliefs about creativity. British Educational Research Journal, 25: 225–243. [Taylor & Francis Online] , [Google Scholar]) survey instrument and through a qualitative examination of a learning community whose members were preservice teachers engaged in their student-teaching semester. Findings from both the survey and qualitative measures indicate that the vast majority of preservice teachers valued creative thinking; however, they voiced concerns over their own unclear understandings of how to support children's creative endeavors in complex classroom environments. Additionally, this research strongly suggests that early childhood teacher educators take a supportive role in the development of preservice teachers' understandings of the interrelationships between content, pedagogy, and creativity in early childhood classrooms.     

Conducting the “Business of Teaching”: Expectations of Non-instructional Tasks of Beginning STEM Teachers

Abstract

Much debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014 Forzani, F. M. 2014. Understanding “Core Practices” and “Practice-Based” teacher education learning from the past. Journal of Teacher Education 65 (4):357–68. doi: 10.1177/0022487114533800.[Crossref], [Web of Science ®] , [Google Scholar]; Kennedy 2016 Kennedy, M. 2016. Parsing the practice of teaching. Journal of Teacher Education 67 (1):6–17. doi: 10.1177/0022487115614617.[Crossref], [Web of Science ®] , [Google Scholar]), which may be diluted in alternative preparation programs (Forzani 2014 Forzani, F. M. 2014. Understanding “Core Practices” and “Practice-Based” teacher education learning from the past. Journal of Teacher Education 65 (4):357–68. doi: 10.1177/0022487114533800.[Crossref], [Web of Science ®] , [Google Scholar]). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009 Darling-Hammond, L. 2009. Educational opportunity and alternative certification: New evidence and new questions. Policy Brief (1). Stanford, CA: Stanford Center for Opportunity Policy in Education. [Google Scholar]; Wilson 2011 Wilson, S. 2011. Effective STEM teacher preparation, induction, and professional development. In National Research Council’s Workshop on Successful STEM Education in K–12 Schools. Washington, DC. http://sites.nationalacademies.org/dbasse/bose/dbasse_080128#.UgEMEFPkDDn. [Google Scholar]); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010 Tigchelaar, A., N. Brouwer, and J. Vermunt. 2010. Tailor-made: Towards a pedagogy for educating second-career teachers. Educational Research Review 5 (2):164–83.[Crossref], [Web of Science ®] , [Google Scholar]; Good et al. 2006 Good, T., M. McCaslin, H. Tsang, J. Zhang, C. Wiley, A. Rabidue Bozack, and W. Hester. 2006. How well do 1st-year teachers teach: Does type of preparation make a difference? Journal of Teacher Education 57 (4):410–30.[Crossref], [Web of Science ®] , [Google Scholar]), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001 LeTendre, G.K., D.P. Baker, M. Akiba, B. Goesling, and A. Wiseman. 2001. Teachers' work: Institutional isomorphism and cultural variation in the U.S., Germany, and Japan. Educational Researcher 30 (6):3–15. doi: 10.3102/0013189X030006003.[Crossref] , [Google Scholar]; Ovando 2001 Ovando, M. N. 2001. Teachers' perceptions of a learner-centered teacher evaluation system. Journal of Personnel Evaluation in Education 15 (3):213–231. [Google Scholar]; Scriven 1994 Scriven, M. 1994. Duties of the teacher. Journal of Personnel Evaluation in Education 8 (2):151–84. doi: 10.1007/BF00972261.[Crossref] , [Google Scholar]). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987 Higgins, E. T. 1987. Self-discrepancy: A theory relating self and affect. Psychological Review 94 (3):319–40.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching.     

TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor “Mathematics Is a Language”

National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the use of information and communication technologies in mathematics teaching and learning. The authors argue that “signature pedagogy” (Shulman, 2005 Shulman, L. S. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2): 4–14. [Crossref] , [Google Scholar]) is the use of a key metaphor which views mathematics as a language and suggests that mathematics should be taught and learned as any other language. This article provides a summary of the findings of an action research project involving two cohorts of undergraduate mathematics education students in an Australian university. Data collected was used to inform targeted changes to improve the technological pedagogical approach employed by the course team across two offers of the course to enhance student learning and align the course with the expectations for graduate teachers. The implications of this action research are provided to inform the design and implementation of pre-service teacher education courses with respect to the development of TPACK capabilities specifically in mathematics education.     

Changing Physical Education Teacher Education Curriculum to Promote Inclusion

Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010 Rust, R. and Sinelnikov, O. 2010. Practicum in a self-contained environment: Pre-service teacher perceptions of teaching students with disabilities. The Physical Educator, 67: 33–45.  [Google Scholar]). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion.     

Making sense of pre-service teachers’ dispositions towards social justice: can teacher education make a difference?

Given Australia's diverse student population, the need for pre-service teacher education to prepare what is a predominantly Anglo-Australian and middle-class profession to be effective teachers of diverse students is critical. In Lortie's (1975 Lortie, D. 1975. Schoolteacher: A sociological study, Chicago: University of Chicago Press.  [Google Scholar]) classic study, however, he argues that the predispositions of teacher education students are a much more powerful socialising influence than pre-service education. This article explores dispositions towards social justice in pre-service teachers from two teacher education programs within one Australian metropolitan university. Drawing on notions of distributive, retributive and recognitive justice (Gale & Densmore, 2000 Gale, T. and Densmore, K. 2000. Just schooling: Explorations in the cultural politics of teaching, Buckingham: Open University Press.  [Google Scholar]) as a way of making sense of socially just dispositions, interviews with four pre-service teachers – two beginning their Graduate Diploma in Education program (a one year program) and two beginning their final year of the Bachelor of Education program (a four year program) – are analysed. Differences in the dispositions of teachers from the two cohorts are examined and implications for teacher education discussed.     

Beliefs and Practices of In-Service Preschool Teachers in Inclusive Settings: Implications for Personnel Preparation

This study examined the beliefs of in-service teachers working in inclusive classrooms regarding developmentally appropriate practices and how those beliefs affected their attitudes toward, knowledge of, and comfort levels regarding working with children with disabilities. A mixed-method approach was utilized and data were collected through the use of three survey instruments: Teacher Belief Scale and Instructional Activities Scale (Hart et al., 1990 Hart, C., Burts, D., Charlesworth, P., Fleege, P., Ickes, M. and Durland, M. 1990. The teachers Questionnaire: Preschool version, Baton Rouge, LA: Louisiana State University, School of Human Ecology.  [Google Scholar]) and the In-service Teacher Self-Report Survey (Mitchell, 2002 Mitchell, L. C. 2002. Blending practices in regular education: A mixed method design study on course practicum and training experiences in relation to preservice teacher attitudes and knowledge about inclusion. Dissertation Abstracts International, 5: A63 (UMI No. 726467131). [Google Scholar]). Data were also collected through open-ended questions to assess Teachers' perceived level of preparation for the inclusive classroom. This study also examined whether education or experience levels had an influence on Teachers' perceptions regarding inclusive practices. Results of the study indicate that there is not a significant relationship between in-service Teachers' beliefs regarding developmentally appropriate practices and their attitudes toward, knowledge of, and comfort levels regarding inclusion. Additionally, results indicate that the Teachers' levels of education or experience do not necessarily indicate that they are prepared to meet the needs of the inclusive classroom environment. Implications regarding the preparation of and ongoing training needs of teachers are discussed.     

Making a difference: moving beyond the superficial treatment of diversity

As populations in contemporary Western societies grow more diverse, the need for teachers to better understand and work with difference productively becomes increasingly critical (Allard & Santoro, 2006 Allard, A. C. and Santoro, N. 2006. Troubling identities: Teacher education students' constructions of class and ethnicity.. Cambridge Journal of Education, 36(1): 115–129. [Taylor & Francis Online] [Google Scholar]; D'Cruz, 2007 D'Cruz, H. 2007. Working with ‘Diverse Bodies, Diverse Identities’: An approach to professional education about ‘diversity’.. International Journal of Inclusive Education, 11(1): 35–57.  [Google Scholar]). However, the literature on teacher education shows that historically, teacher education programs have aimed to address diversity with add‐on or piecemeal approaches, with little success (McDonald, 2005 McDonald, M. A. 2005. The integration of social justice in teacher education: Dimensions of prospective teachers' opportunities to learn.. Journal of Teacher Education, 56(5): 418–435.  [Google Scholar]). Moreover, some authors (e.g. Lortie, 1975 Lortie, D. 1975. Schoolteacher: A sociological study, Chicago: University of Chicago Press.  [Google Scholar]) have argued that “the predispositions teacher education students bring to teaching are a much more powerful socializing influence than either pre‐service education or later socialization in the workplace” (Johnson, 2002 Johnson, L. 2002. “My eyes have been opened”: White teachers and racial awareness.. Journal of Teacher Education, 53(2): 153–167. [Crossref], [Web of Science ®] [Google Scholar], p. 154). This article explores research and scholarship in this area and argues that we must move beyond the fragmented and superficial treatment of diversity if we are to encourage dispositions in all pre‐service teachers that are more closely aligned with a recognitive view of social justice.     

Literacy Teachers Engage in Service-Learning via Community Organization Involvement

Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010 Furco, A. and Root, S. 2010. Research demonstrates the value of service-learning. Kappan, 91(5): 16–23. [Web of Science ®] , [Google Scholar]) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010 García, E., Arias, M. B., Murri, N. J. H. and Serna, C. 2010. Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 61: 132–142. doi:10.1177/002248710934787[Crossref], [Web of Science ®] , [Google Scholar]; Mitton-Kukner, Nelson, &; Descrochers, 2010 Mitton-Kukner, J., Nelson, C. and Desrochers, C. 2010. Narrative inquiry in service-learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26: 1162–1169. doi:10.1016/j.tate.2010.01.001[Crossref], [Web of Science ®] , [Google Scholar]; Spencer, Cox-Petersen, &; Crawford, 2005 Spencer, B. H., Cox-Petersen, A. M. and Crawford, T. 2005. Assessing the impact of service-learning on preservice teachers in an after-school program. Teacher Education Quarterly, 32(4): 119–135.  [Google Scholar]). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience.     

Informing Design Research: Learning From Teachers' Designs of Social Infrastructure

The design research methodology as it has currently developed centers on the creation of existence proofs, an important first step. What is needed then are the next steps of expanding the methodology to address the design problems of practical implementation prior to the steps involved in scaling up these designs. This article contributes to such an expansion through developing a systematic approach to learning from teachers' enactments of educational models. Design research focused on practical implementations by teachers can create knowledge regarding critical change processes, thus helping to create a theory of trajectories of change, or “implementation paths” (Bielaczyc & Collins, 2006a Bielaczyc, K. and Collins, A. 2006a. Implementation paths: Supporting the trajectory teachers traverse in implementing technology-based learning environments in classroom practice. Journal of Educational Technology, 46(2): 8–14.  [Google Scholar] Collins, Joseph, & Bielaczyc, 2004 Collins, A., Joseph, D. and Bielaczyc, K. 2004. Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13: 15–42. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). Here I propose using the Social Infrastructure Framework (Bielaczyc, 2006 Bielaczyc, K. 2006. Designing social infrastructure: Critical issues in creating learning environments with technology. Journal of the Learning Sciences, 15: 301–329. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) to analyze the design of classroom social structures by developers and teachers in order to better understand their implications for constructing implementation paths. The analytic technique is exemplified through a case study involving a particular team of teachers who worked over the course of several years to adopt a knowledge-building communities approach (Bereiter, 2002 Bereiter, C. 2002. Education and mind in the knowledge age, Mahwah, NJ: Erlbaum. [Crossref] , [Google Scholar]; Scardamalia, 2002 Scardamalia, M. 2002. “Collective cognitive responsibility for the advancement of knowledge”. In Liberal education in the knowledge society, Edited by: Smith, B. 67–98. Chicago, IL: Open Court.  [Google Scholar]; Scardamalia & Bereiter, 1991 Scardamalia, M. and Bereiter, C. 1991. Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1: 37–68. [Taylor & Francis Online] , [Google Scholar] 1994). The results are used to discuss implications for the methodology of design research.     

Teaching Reflective Practice: Implementation in the Teacher-Education Setting

Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered during initial stages of teacher preparation. This qualitative research study seeks to provide one exemplar of this promising practice by exploring the instructional approaches used to promote reflective inquiry in preservice teachers by a veteran teacher educator from Niagara University, NY. Using participant observer research protocols, data were collected and analyzed according to qualitative research methodologies (Spradley, 1980 Spradley, J. A. 1980. Participant observation New York, NY: Holt Rinehart and Winston..  [Google Scholar]). Grounded in the theories of Dewey (1935) and Schön (1983) Schön, D. 1983. The reflective practitioner: How professionals think in action New York, NY: Basic Books..  [Google Scholar], this study examines how the teacher educator studied created opportunities for preservice teachers to develop their reflective inquiry skills in a Methods of Secondary Education course. Advice for other teacher educators and implications for the greater teacher education community will be discussed.     

Analysis of Parent,Teacher, and Consultant Speech Exchanges and Educational Outcomes of Students With Autism During COMPASS Consultation

The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010 Ruble, L. A., Dalrymple, N. J. and McGrew, J. H. 2010. The effects of consultation on Individualized Education Program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32: 286–301. doi:10.1177/1053815110382973[Crossref], [PubMed] , [Google Scholar]; Ruble, McGrew, & Toland, 2011 Ruble, L., McGrew, J. and Toland, M. Randomized controlled study of teacher training in autism. Poster session presented at the meeting of the American Psychological Association. Washington, DC. August.  [Google Scholar]). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991 Leaper, C. 1991. Influence and involvement in children's discourse: Age, gender, and partner effects. Child Development, 62: 797–811. doi:10.1111/j.1467-8624.1991.tb01570.x[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality.     

The Preparation of Highly Qualified Teachers for English Language Learners: Educational Responsiveness for Unmet Needs

As the number of English language learners (ELLs) continues to grow in Califorina and throughout the country, there is a need to examine present policies that impact the preparation of teachers to meet the varying needs of this diverse student poplulation. This article utilizes a framework of educational responsiveness to examine the definition and expectations of a “highly qualified teacher” as presented at the federal level by No Child Left Behind law (2002) 2002. No Child Left Behind of 2001. Pub. L. No. 107-110, 115 Stat. 1425, 20 U.S.C. § § 6301 et seq [Google Scholar] that presents a generic approach to the education of ELLs. It is within this “unresponsive” policy and sociopolitical context that concerns and actions for equity in education and, specifically, for bilingual teacher preparation are situated. In this article we examine the federal and state contexts and describe efforts in California to be responsive to English language learners. Finally, we highlight ongoing efforts that challenge these mandates and policies in order to more effectively meet the needs of ELLs in California. These efforts are manifested via professional organizations committed to educational research toward appropriate pedagogy for language devleopment and political advocacy for English language learners.     

Beneath the Surface: Teacher Subjectivities and the Appropriation of Critical Pedagogies

Little has been written about the complexity of educators' appropriation of critical pedagogies in the context of everyday life in schools. In this article, based on analyses of two teachers' practice drawn from a larger ethnographic study of an urban public middle school, I explore the emergence of classroom practice that on the surface seemed to reflect critical educational theory. Two social justice projects are introduced, and teacher networks are explored as discursive resources for these projects. In this discussion I focus on how the teachers' subjectivities provided important contexts for the appropriation of critical educational discourses. Following Gore (1998) Gore, J. M. 1998. “On the limits to empowerment through critical and feminist pedagogies.”. In Power/ knowledge/ pedagogy: The meaning of democratic education in unsettling times, Edited by: Carlson, D. and Apple, M. W. pp. 271–288. Boulder, CO: Westview.  [Google Scholar], I argue that although classroom practice may resemble critical pedagogy, the extent to which it is accompanied by practitioners' social critique is another empirical question altogether.     

Changes in Understandings of Three Teachers' Beliefs and Practice Across Time: Moving From Teacher Preparation to In-Service Teaching

Beliefs often guide a teacher's decision-making, thinking, and practice in the classroom (Vartuli, 2005 Vartuli, S. 2005. Beliefs: The heart of teaching. Young Children, 60: 76–86.  [Google Scholar]). There is limited longitudinal research on how early childhood preservice teachers develop new knowledge about their beliefs as they transition into in-service teaching positions (Joram & Gabriele, 1998 Joram, E. and Gabriele, A. J. 1998. Preservice teachers' prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education, 14: 175–191. [Crossref], [Web of Science ®] , [Google Scholar]). Across 4 years that encompassed a series of three studies, this article chronicles three teachers' understandings of how their beliefs and practices were interrelated and informed by one another. Preservice teachers were interviewed and completed written reflections as they moved from under the umbrella of an undergraduate early childhood teacher preparation program into classrooms as in-service teachers. Findings reveal (a) how the preservice teachers' beliefs were initially unstable and nascent during Study One, (b) how a transactional nature between beliefs and practice began to emerge during Study Two, and (c) how, during Study Three, this relational exchange contributed to an increase in deliberate action as in-service teachers. Implications for early childhood teacher preparation programs include ensuring opportunities for preservice teachers to use self-reflection and inquiry across a range of course and field experiences as they identify and make connections between beliefs and practice.     

Rearranging pigeonholes: interrupting the ethnic hierarchy of a school's workforce

Increasing the cultural and linguistic diversity of the teaching workforce in Australia was a key recommendation of the House of Representatives Standing Committee Inquiry into Teacher Education in their report, Top of the Class (written by L. Hartsuyker Hartsuyker, L. 2007. Top of the class: Report of the inquiry into teacher education, (Report by the House of Representatives Standing Committee on Education and Vocational Training) Canberra, Australia: The Parliament of the Commonwealth of Australia.  [Google Scholar]). The report reflects findings from national and international research that support the need to increase the diversity of the teaching profession as a means to improve student outcomes, particularly given the increasingly diverse make-up of student populations. The Hartsuyker Report also notes, as a “national concern”, the relatively low enrolment of World English-speaking (WES) students in Australian teacher education courses and calls for targeted funding by the federal government for further research into why this is the case (as discussed by J. Han and M. Singh in 2007 Han, J. and Singh, M. 2007b. Getting World English speaking student teachers to the top of the class: Making hope for ethno-cultural diversity in teacher education robust. Asia-Pacific Journal of Teacher Education, 35(3): 291–309. [Taylor & Francis Online], [Web of Science ®] [Google Scholar]). This paper seeks to add to current research on the attraction and retention of WES students into Initial Teacher Education (ITE) programmes in Australia. It does so by relating some of the key findings from a case study of three WES Education Assistants, originally from Malaysia, who retrained to become teachers through an ITE programme at an Australian university. Significantly, as a result of a partnership developed between a school and a university, they entered the programme through an alternative access course, were awarded Recognition of Prior Learning for their work experience, and were able to remain in their community while studying externally. They were also provided ongoing mentoring support by the teaching staff and myself as programme co-ordinator. This paper aims to add to current research in this field by identifying the key driving and restraining forces that impacted on their ability to become teachers via an Australian ITE programme.     

Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

Research Findings: The aim of the present study was to examine classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted in 49 Finnish kindergarten classrooms utilizing the Classroom Assessment Scoring System (R. C. Pianta, K. M. LaParo, &; B. K. Hamre, 2008 Pianta , R. C. , &; Hadden , D. S. ( 2008 , June ). What we know about the quality of early education settings: Implications for research on teacher preparation and professional development . The State Education Standard , pp. 20–27 . [Google Scholar]). In addition, questionnaire data on classroom and teacher characteristics, as well as Early Childhood Classroom Observation Measure (D. Stipek &; P. Byler, 2004 LaParo , K. M. , Pianta , R. C. , &; Stuhlman , M. ( 2004 ). The Classroom Assessment Scoring System: Findings from the prekindergarten year . The Elementary School Journal , 104 , 409 – 426 .[Crossref], [Web of Science ®] , [Google Scholar]) observational ratings, were used in the analyses. Latent profiling analysis was utilized to identify different profiles of classroom quality. Four latent profiles of classroom quality were identified that differed from one another most clearly in the domain of Emotional Support. Profile 1 represented a generally high level and Profile 4 a generally low level of classroom quality compared to the other profiles, whereas the medium-quality Profiles 2 and 3 showed varying levels of support in the assessed dimensions of quality. Only a few differences emerged among the profiles in classroom and teacher characteristics: The teachers in Profile 4 provided the least literacy instruction and had the least amount of work experience of all of the teachers. The findings using the Early Childhood Classroom Observation Measure indicated that child-centered practices were predominant among the profiles of higher classroom quality. Practice or Policy: The results of this study can be used to recognize kindergarten teachers' professional strengths and weaknesses and to support teachers' professional development with the aid of pedagogical interventions.