Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs

This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Straus and Corbin’s (1998a) substantive grounded theory and Patton’s (1997) Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings.</jats:p

Clinical faculty associates serving as hybrid teacher educators: Personal and professional impacts

BackgroundUniversity supervisors in teacher education assume a complex and demanding role, which is essential to the development of prospective teachers, but is often underappreciated or ignored.AimThis descriptive study was designed to explore former clinical faculty associates’ (CFAs’) perceptions of the challenges and opportunities inherent in their work as CFAs, and the influence of this experience on their future professional work.Materials and methodsUsing survey research methodology, followed by selected individual interviews, this paper focuses on the experiences of CFAs, highly respected PK-6 teachers employed by the university for 2–3 years to serve as university supervisors.Results and conclusionAlthough participants reported facing several professional and personal challenges as CFAs, they also described opportunities to participate in a wide variety of professional experiences that positively impacted their future work. Furthermore, most reported feeling the CFA experience was professionally renewing and brought opportunities to build strong personal and professional relationships that cross institutional boundaries

Pituitary adenoma or neuroendocrine tumour: the need for an integrated prognostic classification

In the 2022 fifth edition of the WHO Classification of Endocrine Tumours and of Central Nervous System Tumours, pituitary adenomas are reclassified as neuroendocrine tumours (NETs). This change confers an oncology label to neoplasms that are overwhelmingly benign. A comprehensive clinical classification schema is required to guide prognosis, therapy and outcomes for all patients with pituitary adenomas. Pituitary adenomas and NETs exhibit some morphological and ultrastructural similarities. However, unlike NETs, pituitary adenomas are highly prevalent, yet indolent and rarely become malignant. This Perspective presents the outcomes of an interdisciplinary international workshop that addressed the merit and clinical implications of the classification change of pituitary adenoma to NET. Many non-histological factors provide mechanistic insight and influence the prognosis and treatment of pituitary adenoma. We recommend the development of a comprehensive classification that integrates clinical, genetic, biochemical, radiological, pathological and molecular information for all anterior pituitary neoplasms