PurposeProfessional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS.Design/methodology/approachThis qualitative single case study in a newly formed complex-wide PDS is based on surveys and individual interviews with mentor teachers from one school complex area. Activity systems analysis provided the framework to analyze mentor teachers interactions, their role and activities.FindingsMentor teachers expressed a sense of purpose in educating the next generation of teachers, experienced continuous learning in the collaboration with the teacher candidates and recognized opportunities for professional development offered by teacher education programs.Practical implicationsSchools and teacher education institutes rely on mentor teachers in their support to educate the next generation of teachers. Knowing what activities and values mentor teachers place on their mentoring can guide school administrations and teacher education institutes in their support and recruitment for mentor teachers.Originality/valueThis research contributes to the development of teacher education in the State of Hawaii and has identified helpful structures for meaningful teacher education.

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

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Darling-Hammond and Friedlaender (2008) identified the importance of collaboration among teachers and institutions for successful school development, and research showed that collaboration had a supportive effect on professional development (Powell-Moman & Brown-Schild, 2011). Additionally, Levine (2002) mentioned an advantage of pooling resources for PDSs.Breault (2013) pointed to the clashing cultures between K-12 and university stakeholders. His article noted the trouble of conducting research in the PDS environment because of the clashing realities and approaches to research. On the side of the school, research on PDS was viewed as belonging to the university. Research was not a priority at the schools, where so many teachers were skeptical towards theory.Another aspect worth mentioning was the problem with an intensification of the professoriate. The more complex organizations became the more they needed formal structures to function effectively (cited after Burns, 1978). To support people to function effectively and creatively, Breault cautioned that they should be freed of trivial tasks. This again points to the instrumental role of the leadership to guarantee time and resources for the collaboration. A study by Edens, Shirley, and Toner (2001) also pointed to potential difficulties raised with a change in leadership and administration. If the new leadership does not attend to the collaboration, it is more likely to fail. Foster,

The advent of distance learning as a result of the COVID-19 pandemic introduced challenges to teaching and learning. Teacher preparation programs worldwide grappled with the predicament of moving practicum-based field experiences online. The following research examines a practicum, field-based, teacher preparation course that was transitioned to distance learning as a result of the COVID-19 pandemic. Two university field supervisors noticed teacher candidates struggled with promoting student engagement when teaching to elementary students in distance learning environments. This inquiry was developed to investigate how elementary education teacher candidates promote student engagement in distance learning environments. An interpretive phenomenological analysis of 20 lesson reflections reveals candidates need more support with questioning, formative assessment, and technology tools to keep students engaged online. Findings from the research suggest teacher preparation programs need to consider the addition of distance learning methods to teacher preparation coursework.