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The Social Justice Core Practices of Philadelphia Educators: A Modified Delphi Study J. Teach. Educ. (IF 4.13) Pub Date : 2024-03-25 Andrew J. Schiera, Nicole Mittenfelner Carl, Jasmine Marshall-Butler
To live justice-oriented commitments in teaching practice, approaches spanning Social Justice Teacher Education, the Core Practice Movement, and Context-specific Teacher Preparation might dovetail by identifying “social justice core practices” (SJCPs) novices learn to enact. At the intersection of the situated and critical perspectives underlying these three approaches, this study investigates the
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Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning J. Teach. Educ. (IF 4.13) Pub Date : 2024-03-16 Tobias Hoppe, Tina Seidel, Alexander Renkl, Werner Rieß
Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media
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Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis J. Teach. Educ. (IF 4.13) Pub Date : 2024-03-12 Jing Huang, Youliang Zhang, Alex Yue Feng Zhu, Yang (Frank) Gong, Ho Man Raymond Kong
Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation
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‘Where the Good Ideas Are’: 75 Years of the Journal of Teacher Education J. Teach. Educ. (IF 4.13) Pub Date : 2024-03-05 Valerie Hill-Jackson, Cheryl J. Craig
Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education
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Exploring the Discursive Variability of Mathematics Coaches J. Teach. Educ. (IF 4.13) Pub Date : 2024-02-26 Ryan Gillespie, Julie Amador, Jeffrey Choppin
Research on how coaches talk with teachers during coaching cycles is underdeveloped. We analyzed 1,649 discourse moves from 24 mathematics content-focused coaching cycles to determine the extent to which coaches’ discursive tendencies vary. We explored variation between coaches, between planning and debriefing conversations, and between cycles for the same coach–teacher pair. Findings indicate there
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Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times J. Teach. Educ. (IF 4.13) Pub Date : 2024-02-23 Logan Rutten, Danielle Butville, Boaz Dvir
Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices
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Preparing Novice Teachers to Differentiate Instruction: Implications of a Longitudinal Study J. Teach. Educ. (IF 4.13) Pub Date : 2024-02-21 Hilary Dack, Carol Ann Tomlinson
This longitudinal multi-case study explored four early career teachers’ attempts to differentiate instruction in schools that varied in their level of support for this pedagogical approach. It offered an in-depth examination of the experiences of novices who learned about the pedagogical tools of differentiation with depth and fidelity through the same preservice instruction, developed similar commitments
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Attention to Equity in Teacher Education Admissions Processes J. Teach. Educ. (IF 4.13) Pub Date : 2024-02-14 Amy Roth McDuffie, David Slavit, Dan Goldhaber, Roddy Theobald, Nicole Griggs
This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 mathematics and science teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components
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Coaching Teachers in Document-Based History Instruction: Practices That Support Teacher Facilitation of Student Discourse J. Teach. Educ. (IF 4.13) Pub Date : 2024-02-07 Abby Reisman, Lightning Peter Jay
Instructional coaching is increasingly regarded as an essential feature of professional development, but no research exists on content-specific instructional coaching for history teachers. The study examines data from a coaching program in which history teacher leaders served as novice coaches for their colleagues. We found that coached teachers, as a whole, improved in discussion facilitation. Case
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Centering Equity for Multilingual Learners in Preservice Teachers’ Technological Pedagogical Content Knowledge (TPACK) J. Teach. Educ. (IF 4.13) Pub Date : 2024-01-30 Carmen Durham
Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on (language) teacher education and computer-assisted language
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Pre-Service Teachers Notice Student Thinking: Then What? J. Teach. Educ. (IF 4.13) Pub Date : 2024-01-05 Tara Barnhart, Heather J. Johnson, Miray Tekkumru-Kisa
Research has demonstrated that pre-service teachers (PSTs) can learn to notice students’ thinking in sophisticated ways by analyzing videos of classroom interactions. What is less clear is how PSTs use what they notice about student thinking to inform how they respond. Secondary math and science PSTs from three teacher preparation programs were invited to analyze a video clip identifying noteworthy
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Mapping How Teachers Become Culturally Responsive J. Teach. Educ. (IF 4.13) Pub Date : 2023-04-28 Hillary Parkhouse, Robyn Lyn, Elizabeth Severson-Irby, Erin Drulis, Jesse Senechal, Fantasy Lozada
Research on how teachers become culturally responsive tends to focus on preservice teachers or on the professional development activities that are associated with change for inservice teachers. Lit...
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Preparing Cherokee Language Teachers: Lessons Learned From an Innovative Licensure Program J. Teach. Educ. (IF 4.13) Pub Date : 2023-04-17 Scott Kissau, Kristin Davin, Kristen Moore
Cherokee is an endangered Indigenous language. Revitalization efforts often include offering Cherokee language instruction, but these efforts have been hampered by a lack of qualified teachers. An ...
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Reprint: How Teacher Education Matters* J. Teach. Educ. (IF 4.13) Pub Date : 2023-04-04 Linda Darling-Hammond
Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with st...
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Reprint: Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice* J. Teach. Educ. (IF 4.13) Pub Date : 2023-04-04 Lily Orland-Barak
Situated in the context of Israeli in-service education, this article explores the development of the author’s understanding of the process of learning to mentor from the acquisition of communicati...
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Reprint: Problems, Process, and Promise: Reflections on a Collaborative Approach to the Solution of the Minority Teacher Shortage* J. Teach. Educ. (IF 4.13) Pub Date : 2023-04-04 A. Lin Goodwin
This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. First, the consortium's beginnings, aims, and activities are presented. Then the coll...
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Reprint: The Turn Once Again Toward Practice-Based Teacher Education* J. Teach. Educ. (IF 4.13) Pub Date : 2023-04-04 Ken Zeichner
Current work to identify the core teaching practices that should be included in teacher education curriculum is a part of a long-standing tradition of reform in American teacher education. This art...
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Reprint: An Invitation to Support Diverse Students Through Teacher Education* J. Teach. Educ. (IF 4.13) Pub Date : 2023-04-04 Christine Sleeter
This article invites candidates for president to strengthen teaching and teacher education for diverse students. The article first describes two remarkable teachers in California to illustrate what...
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Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession J. Teach. Educ. (IF 4.13) Pub Date : 2023-04-02 Colin Cramer, Chris Brown, David Aldridge
The present work discusses the relevance of meta-reflexivity, both for the professionalization of the teaching profession and for teacher education. Meta-reflexivity is based on the multiparadigmat...
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Truth and Consequences in Teacher Education J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-28 Lee S. Shulman
Truth and its consequences in teacher education form a web of interconnected relationships that align our attentions with our intentions. This article responds to an essay I wrote twenty years ago,...
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Lost in Translation in the Study of Mentoring 17 Years Later J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-19 Lily Orland-Barak
In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey su...
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Rejoinder to The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers’ Beliefs J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-10 Gretchen McAllister
After 20 years, the research on empathy in teacher education has grown tremendously. This concept originally explored in our article 20 years ago, raised questions regarding the type of empathy and...
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Enduring Problems, Rethinking Process, Fulfilling Promises: Reflections on the Continuing Shortage of Teachers of Color J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-09 A. Lin Goodwin
Thirty years ago, “Problems, process, and promise: Reflections on a collaborative approach to the solution of the minority teacher shortage” (Goodwin, 1991) offered a perspective on an approach to ...
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Literacy Intervention in Secondary Schools: Exploring Educators’ Beliefs and Practices about Supporting Adolescents’ Literacy Learning J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-09 Sarah M. Lupo, Katherine K. Frankel, Mark A. Lewis, Ali M. Wilson
There is a need to better understand the complex landscape of adolescent literacy intervention as a shared responsibility across all educational stakeholders. To address this need, we examined the ...
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The “Turn Once Again Toward Practice-Based Teacher Education” Revisited J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-03 Ken Zeichner
This paper provides an analysis of how work on practice-based teacher education has evolved and remained the same since 2012.
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Response to How Teacher Education Matters J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-03 Linda Darling-Hammond
This response to “How Teacher Education Matters” (2000) notes that the evidence base about the features of teacher education that matter for teacher effectiveness was substantial at that time and h...
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Exploring Resources for Responsiveness to Student Thinking in Practice J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-03 Jennifer Richards
Supporting teachers’ attention and responsiveness to the substance of student thinking is increasingly emphasized across disciplines. Yet studies demonstrate how such responsiveness, in practice, i...
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What’s the “Problem of Teacher Education” in the 2020s? J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-03 Marilyn Cochran-Smith
This article is a rejoinder, some 20 years later, to a JTE editorial, titled “The Problem of Teacher Education.” The previous piece suggested that in response to unprecedented attention by high-lev...
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Support for Diverse Students Through Teacher Education Still Needs Presidential Leadership J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-01 Christine Sleeter
In this article, Sleeter reflects on her previous article, “An Invitation to Support Diverse Students through Teacher Education.” She argues that her earlier recommendations are still valid, but ch...
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Challenges and Tradeoffs of “Good” Teaching: The Pursuit of Multiple Educational Outcomes J. Teach. Educ. (IF 4.13) Pub Date : 2023-03-01 David Blazar, Cynthia Pollard
The pursuit of multiple educational outcomes makes teaching a complex craft subject to potential conflicts and competing commitments. Using a data set in which teachers were randomly assigned to cl...
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Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice J. Teach. Educ. (IF 4.13) Pub Date : 2023-02-26 Caroline B. Ebby, Janine T. Remillard, Lindsay T. Goldsmith-Markey
Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ab...
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Rethinking Dispositions in Teaching and Teacher Education: Virtue and the Manners of Democracy as a Way of Life J. Teach. Educ. (IF 4.13) Pub Date : 2023-02-17 Robert V. Bullough, Jr.
As long as there have been teachers, there has been an expectation that they be of good character and model virtue. The author describes developments in the thought about teacher dispositions and i...
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Epistemic and Deontic Authority in Parent–Teacher Conference: Referring to the Expert as a Discursive Practice to (Jointly) Undermine the Teacher’s Expertise J. Teach. Educ. (IF 4.13) Pub Date : 2023-02-08 Letizia Caronia
This article investigates the interactional constitution of a phenomenon recurrently reported by teachers who complain about a loss of authority, a systematic delegitimization of their role. Adopti...
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Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis J. Teach. Educ. (IF 4.13) Pub Date : 2023-02-01 Badriah Basma, Robert Savage
This systematic review investigates the effect of teacher professional development (TPD) on adolescent students’ reading achievement in middle and high school. A systematic search of TPD and studen...
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The Development of Collaborative Advocacy: Dialogic Engagements Over Time and Texts J. Teach. Educ. (IF 4.13) Pub Date : 2022-12-30 Catherine J. Michener, Sora Suh
This article contributes to a growing conversation of teachers’ advocacy for marginalized students. We follow a cohort of teachers’ advocacy from their English as a second language certification co...
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Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science? J. Teach. Educ. (IF 4.13) Pub Date : 2022-12-30 Jamie N. Mikeska, Heather Howell, Devon Kinsey
Recently scholars have advocated for using teachers’ practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way f...
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Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching J. Teach. Educ. (IF 4.13) Pub Date : 2022-12-24 Nicholas Kochmanski, Paul Cobb
A major affordance of one-on-one mathematics coaching is its potential to provide individualized, contextualized support for mathematics teachers’ learning. Coaches can adjust their work to individ...
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Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching J. Teach. Educ. (IF 4.13) Pub Date : 2022-12-21 Sarah Schneider Kavanagh, Sharon Feiman-Nemser, Karen Hammerness, Kavita Kapadia Matsko, Jamie Wallace
Much research describes how mentor and novice teachers interact when pupils are not present (e.g., co-planning, debriefing). However, little research investigates how mentor/novice pairs interact w...
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Teachers’ Conceptions of Fairness in Classroom Assessment: An Empirical Study J. Teach. Educ. (IF 4.13) Pub Date : 2022-11-04 Amirhossein Rasooli, Abdollah Rasegh, Hamed Zandi, Tahereh Firoozi
With heightened equity pursuits in 21st century schools and the key role of assessment in teachers’ concerns with educational equity, scholars have recently attempted to empirically investigate tea...
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Preparing in Advance to Respond in-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development J. Teach. Educ. (IF 4.13) Pub Date : 2022-09-21 Sarah Schneider Kavanagh, Katie A. Danielson, Elizabeth Schiavone Gotwalt
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher lea...
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“It’s Not Easy, But It Needs to Be Done”: Educators’ Perceptions of Preparedness to Teach Students With Internalizing Mental Health Needs J. Teach. Educ. (IF 4.13) Pub Date : 2022-09-14 Allison R. Firestone, Rebecca A. Cruz
This mixed methods study surveyed 209 K-12 special education teachers about their perceptions of preparedness to teach students with mental health needs that manifest internally (e.g., quiet distre...
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Pushing Through: Developing Teacher Identity Under Times of Crisis J. Teach. Educ. (IF 4.13) Pub Date : 2022-09-13 Stephanie C. Sanders-Smith, Ana Aracelly Olguín, Kutasha Bryan-Silva
Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches w...
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Centering Equity in Teacher Education Evaluation: From Principles to Transformative Enactment J. Teach. Educ. (IF 4.13) Pub Date : 2022-09-05 Marilyn Cochran-Smith, Emilie Mitescu Reagan
Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for “fixing” teacher education and by many teacher education leaders as vehicles for elevat...
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Teacher Recruitment and Retention: Local Strategies, Global Inspiration J. Teach. Educ. (IF 4.13) Pub Date : 2022-08-05 John A. Williams III, Valerie Hill-Jackson, Cassidy Caldwell, Cheryl J. Craig
Although teacher workforce and labor market concerns have dominated the field of teacher education for decades in the United States (Darling-Hammond et al., 2017; Garcia et al., 2022), the teacher shortage crisis is a worldwide conundrum. “Even where general teacher supply and demand are in balance, many countries face shortages of specialist teachers and shortages in schools serving disadvantaged
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Does Placement Predict Performance? Associations Between Student Teaching Environments and Candidates’ Performance Assessment Scores J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-12 Kevin C. Bastian, Diana B. Lys, Waverly R. L. Whisenant
In the present study, we examine whether characteristics of student teaching sites and cooperating teachers predict teacher candidates’ edTPA scores. Using data from North Carolina, we find that ca...
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The Perceptions and Experiences of Nontraditional Students in Teacher Licensure Programs J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-12 Natalie R Andzik, Stephanie N Baker, Kristen Koehler
Nontraditional students seeking a teaching license are tasked with managing coursework and other responsibilities associated with teacher preparation programs; however, they are also likely navigat...
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A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-11 Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen, Ulf Rune Andreassen
We set out to investigate preservice teachers’ beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 9...
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Illuminating the Black Hole: Examining Middle Grade Social Studies Teacher Education Pathways and Student Achievement J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-11 Paul G. Fitchett, Tina L. Heafner
Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, ...
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Exploring the Nature, Facilitators, and Challenges of Program Coherence in a Case of Teacher Education Program Redesign Using Core Practices J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-08 Thomas H. Levine, Glenn Tatsuya Mitoma, Dorothea M. Anagnostopoulos, Rene Roselle
Scholars have called for promoting coherence in teacher education programs. Such coherence is often depicted as a state to be achieved. This article reconceptualizes coherence as a dynamic process affected by the simultaneous organizational realities of unity, conflict, and fragmentation; it also aims to clarify factors that can facilitate or challenge the work of enhancing teacher education program
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Individual Differences in Teacher Research Involvement? Factoring in Language Teachers’ Big Five Personality Traits and Motivation to Conduct Research J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-06 Vahid Bahrami, Mehrdad Hosseini
The important role of individual differences in affecting teachers’ involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers’ Big Five personality
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Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-05 Christopher P. Brown, Da Hei Ku, David P. Barry, Kate Puckett
Policymakers’ neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers’ objectives and
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Teacher Education for Sustainable Development: A Review of an Emerging Research Field J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-03 Daniel Fischer, Jordan King, Marco Rieckmann, Matthias Barth, Alexander Büssing, Ingrid Hemmer, Detlev Lindau-Bank
Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research
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“I Don’t Think Kids Nowadays Feel Like They Have a Lot of Power”: Exploring Teacher Civic Commitments in a National Online Letter Writing Project J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-03 Emma C. Gargroetzi, Antero Garcia
This study investigates teacher participation in a national online youth civic letter writing project through the lens of teacher civic commitments. Drawing on in-depth interviews and survey data from teachers who participated in the Letters to the Next President 2.0 project, civic commitments are articulated through civic beliefs, learning goals, instructional enactments, and geopolitical context
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Gathering Rich Data on Preservice Science Teachers’ Pedagogical Content Knowledge Through Their Lesson Plans J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-03 Zehra Kaya, Osman Nafiz Kaya
The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content knowledge (PCK) and, second, qualitatively describe PSTs’ reasons for the level of data richness in their LPs on PCK. PSTs’ handwritten LPs were analyzed through an analytic rubric, and semi-structured interviews
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Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks? J. Teach. Educ. (IF 4.13) Pub Date : 2022-07-03 Megan Guise, Eric Ambroso, Katie Paulding, Courtney Moore, Sarah Hegg
This research study shows one teacher preparation program’s (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed “ideal” benchmarks for the coteaching
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Muddying the Boundary Waters: Examining a Gay Novice Teacher’s Attempts to Support a Transgender Student J. Teach. Educ. (IF 4.13) Pub Date : 2022-05-13 Summer Davis
For preservice LGBTQ+ (lesbian, gay, bisexual, transgender, and queer/questioning) teachers, little is known about their transition from teachers-in-training to professional educators. Understanding their experiences may hold keys to recruiting and retaining a diverse workforce, as well as supporting K-12 students. Rooted in queer theory and subjectivities, this critical narratological study examines
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Sentence Stems to Foster Dialogue: Uses of “I Notice” and “I Wonder” in Online Teacher Professional Development J. Teach. Educ. (IF 4.13) Pub Date : 2022-05-04 Eleanor R. Anderson, Tracy E. Dobie
In this article, we examine the promise of a popular set of sentence stems, “I notice” and “I wonder,” for fostering productive discussion in an online course for teachers. Drawing on teachers’ responses to one another’s classroom reflections, we look for evidence regarding how course prompts encouraging teachers to use these stems influence the types of contributions teachers offer. We analyze teachers’
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An Investigation of Preservice Teachers’ Apprenticeship of Observation Through a Lens of Autobiographical Memory J. Teach. Educ. (IF 4.13) Pub Date : 2022-04-06 Fiona Crowe, Oliver McGarr
Preservice teachers’ schooling during their “apprenticeship of observation” has long been a focus of attention in teacher education as it is seen as influential in the development of teacher beliefs and in limiting preservice teachers’ openness to alternative conceptions of teaching. Looking through the lens of autobiographical memory, the research engaged 42 preservice teachers in semi-structured
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Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education J. Teach. Educ. (IF 4.13) Pub Date : 2022-03-30 Cheryl J. Craig, Maria Assunção Flores, James P. Van Overschelde, Val Hill-Jackson
Teacher education, as a profession, advances when a set of “taken-for-granted” ideas that shape the field are crystallized and enacted. These ideas are communicated as truths and frame the knowledge, skills, and dispositions of effective P-12 teaching. It is important, however, we do not become too comfortable with the familiar ways of operationalizing the field, but as policymakers, practitioners
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Teacher Education’s Moment: From Solution to Challenge J. Teach. Educ. (IF 4.13) Pub Date : 2022-02-10 Heidi L. Hallman, Ambyr Rios, Cheryl J. Craig, Valerie Hill-Jackson
In a context of perennial pandemics (Hill-Jackson et al., 2022), it is tempting to seek solutions for the many challenges educators face—often without including the voices of teachers. While focus on the professionalism of teachers has prompted teacher education to continue to combat a mischaracterization of teaching as a “semi-profession” (Ingersoll & Collins, 2018), teacher education is in need of