Training pre-service teachers requires, among other things, content knowledge, pedagogical skills and pedagogical content knowledge. Teacher preparation programs have little, if any spare time to add more courses/activities to their program. However, I argue in this paper that we, as educators, must enhance the amount of physics education research in our pre-service physics teacher training pro...

In this paper the author argues that teachers have hardly ever liberated from their profession. They have been subjects of supervision by headmasters, officials, and inspectors. The development of in-service education of teachers (INSET) and teacher supervision show that teachers are under controlled by the system and administrators in one way or another; teachers have little chance of particip...

This paper analyses Gen Y pre-service primary school teachers’ conceptualisations of lifelong learning. It is situated within a context of improving the provision and delivery of pre-service teacher education. This paper argues that Gen Y’s understanding of lifelong learning has been influenced by their engagements with digital technologies and that while they may have appropriated the Discours...

In Catalonia (Spain), each university is required by law to offer lecturers a learning framework. This requirement is met by specialized centers: at our technical university, Universitat Politècnica de Catalunya (UPC) this center is the Institute for Education Sciences (ICE), to which the authors of this article belong. This institute offers training to both new and senior lecturers. This train...

We present the main features of a study that explored the learning processes of a group of preservice mathematics teachers in a methods course. We discuss the implications of using the communities of practice perspective in designing and developing teacher training programs. LEARNING IN PRESERVICE MATHEMATICS TEACHER EDUCATION Teachers neither work, nor learn alone. Teaching and learning to tea...

Blended learning (the combination of face-to-face and online learning) has become increasingly favored in teacher education. This approach been identified as an effective method providing opportunities for pre-service teachers to work both environments. paper employed a quantitative research design explore the teachers’ perspectives regarding use blended their training programs. study surveyed ...