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Pre-service teacher education (PSTE) has largely been excluded from investments in foundational literacy and numeracy in low- and middle-income countries (LMICs). This approach has consequences for sustainability due to the central role of PSTE in supporting lasting educational change. In this literature review, we examine key challenges facing PSTE in LMICs and draw on the evidence to suggest areas for teacher educators and stakeholders to focus attention--including curriculum revisions to make PSTE more applied and relevant, enhanced focus on the practicum, and high-quality professional development for teacher educators--to promote alignment of content and pedagogy with evidence -based practices. [ABSTRACT FROM AUTHOR]

The article discusses the use of children's literature as tool in teaching in the United Arab Emirates (UAE). It particularly examines how preservice teachers in the country improved their writing skills, as well as their English literacy skills by examining children's literature. It presents several books used in a children's literature course in the country, including "Silent Music: A Story of Baghdad," by James Rumford and "My Name Is Yoon," by Helen Recorvits.

This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. Drawing on surveys, action research projects conduced with ELLs and reflection papers as data, the study explored the teachers' statements about the impact of the course work and the projects on their teaching and their beliefs about teaching ELLs. Students stated that they felt they had grown as teachers, were more reflective, and more confident about teaching in general, and teaching ELLs in particular. [Copyright &y& Elsevier]

Discusses ways by which universities in the U.S. prepare teacher candidates for children of racially and linguistically different backgrounds from their own. Role of teacher education programs in addressing the cultural gap between public school children and their teachers; Importance of linking preservice education with community-based learning and with professional development and school reform; Responsibilities of schools of education in preparing preservice teachers for multicultural schools.