This article describes the development of a joint display in a mixed methods research case study, using a theoretical framework as the start point. A case study of professional development on Web 2.0 technologies for teachers of Spanish illustrates how the qualitative results from interviews, observations, and documents, and quantitative results from pre, post, and follow-up surveys were integrated via a joint display using the TPACK model. The discussion focuses on the role of joint displays in data merging and how they facilitate the representation of fit of data integration, enriching the results in convergent designs.

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This study explored the experiences of eight Latina heritage speakers (HSs) who were enrolled in world language teacher preparation programs at two higher education institutions. Using data from interviews, classroom observations, and other documents, the qualitative multiple‐case study investigated their educational experiences and the challenges involved in attaining initial Spanish teacher certification. Four themes emerged: motivation to become a world language teacher, language awareness, developing professional and pedagogical knowledge, and issues related to the academic program. Recommendations for world language teacher preparation are offered.

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The Challenge Teacher candidates are expected to implement the Integrated Performance Assessment (IPA) during their clinical experience while their Cooperating Teachers' perceptions and familiarity of same are at all points on the spectrum.