The author provides five factors for mentoring that have been identified: personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. The article describes a study held in Australia, among 446 preservice teachers responding to mentoring in science, and 115 preservice teachers responding to their mentoring in mathematics.

The article examines three conceptual reforms in US education and their effects on the education of multicultural and multilingual youth. The article also considers alternative certification programs. According to the author, although each reform improved preservice teachers' preparation to teach multilingual learners, none actually changed the education of under-served youth. The author inks the field's focus on the preparation of teachers for diverse students and the moral dimension of teacher education, concluding that such a connection may be the only way to maintain the professional school preparation of teachers.

A research into the image of the ideal teacher versus the self-image of student teachers was conducted by two groups of preservice teachers. One group was composed of teacher education students, and the other was composed of beginning teachers who were still completing their academic degrees. Interview data was collected from 89 teachers. Finding revealed two major categories of the ideal teacher: personal qualities, and knowledge of the subject taught and didactic knowledge. However, beginning teachers attributed greater importance to knowledge in terms of the ideal teacher, while students who had not begun to teach attributed less importance to knowledge as far as the ideal teacher.

The article examines the relationship between research and effective teaching in higher education, utilizing concept mapping. The approach is used to suggest that rich and complex networks are indicative of expert status, but these are seldom made explicit to students. Instead, most lesson plans are comprised of simple linear structures. The linear structures, according to the authors lead to learning strategies rather than to individual meaning making.

The article describes a study that connects teachers' experiences of reflective school portfolio to the qualities of teachers' knowledge communities. The author makes the case that the development of a dynamic knowledge community among teachers is foundational to the successful reflective school portfolio-making experience.

The purpose of this paper is to report the results of a comparative and descriptive study that examined the relationship and effects of incorporating students’ learning styles in the design of instruction and the outcome of students’ learning, including their attitude and satisfaction. The paper will first explain how the literature on learning styles was used to develop a list of assumptions about learning styles, and further how these assumptions were used to identify a learning style model.

The article explores research regarding pedagogies of engagement that challenge traditional assumptions and understanding. Examinations of student engagements are identified through contesting and resisting voices of teachers and students. The author suggests empowerment and resistant pedagogy as tools for the attainment of social justice and academic achievement.