Troubling macro-micro separations in the construction of discourses defining quality teaching and quality teachers, this article employs critical narrative analysis to consider ethical and moral dilemmas experienced by women of color who are required to complete educative Teacher Performance Assessment (edTPA) portfolios and receive passing scores in order to obtain early childhood teacher certification. Findings indicate that the counter-narratives of early childhood teachers of color collectively author edTPA as an obstacle to certification and higher pay, leading to mental health issues and stress and being antithetical to their own definitions of good teaching.
This article centers on a year-long study that followed 10 literacy teachers from their education preparation program into their classrooms, offering insights into the ways their beliefs toward linguistic diversity and equitable assessment were implemented in K–12 classrooms. By approaching this work through a lens of critical practice and linguistic and epistemic equity, this article demonstrates the need to explore the complex links between K–12 education settings and policies, and teacher preparation design and enactment.
This commentary takes up the question, "Does teacher education matter?" and points to the necessity of centering sociocultural considerations when doing teacher education, equitably and in a just way.
Mariana Souto-Manning's introduction to the June 2019 issue of TCR.
This article draws on a racial capitalism lens to frame teacher education as a new “frontier” for privatization, to problematize teacher educators’ participation alongside entrepreneurs in disruptive innovation, and to consider the implications of such partnerships for public education and for the professions of teaching and teacher education.
In this article, a university-based teacher educator of color and an early childhood teacher/teacher educator of color unveil the complex sociospatial dialectic of teacher education across settings. They share findings from a three-year collaborative study in which they worked to disrupt the traditional physical, pedagogical, and relational locations and boundaries of teacher education critically and collaboratively, intentionally working to interrupt how teacher education is implicated in the re-production and maintenance of racial injustices.
In this analytic essay, Horn and Kane critique what they call the Professional Language Project—efforts to professionalize teaching through the infusion of technical terms alone. Using sociolinguistics and practice theory, they draw on studies of teachers’ workplace talk to question the premises of this work.
In this article, the authors theorize a humanizing pedagogy for teacher education and propose core tenets that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. A humanizing pedagogy in teacher education is a way forward for developing asset-, equity-, and social justice-oriented teachers.
This conceptual article examines how race-based caucuses in one university-based teacher education program attempt to shift candidates’ understandings of their racialized selves as related to their teacher identities, invoking the significance of emotions, emotion labor, and criticality.
In this article, I develop the concept of principled improvisation: improvisation that is purposefully oriented toward justice and that accentuates each moment of teaching as political, ethical, and consequential. I describe the design of a learning environment for preservice teachers that was organized around principled improvisation and demonstrate its unique affordances for particular forms of novice teacher learning.
This article reports on an ethnographic study that explored the development of asset-oriented teacher educators through their three-year participation in situated adaptations of two critical pedagogical approaches: Freirean culture circles and Boalian theatre. The article argues that these approaches offer special promise for facilitating teacher educators’ learning about the contingent and critical work of asset-oriented teacher education, and, in doing so, provide fertile ground for transforming the field.
This study examines how teachers’ perceived legitimacy of teacher evaluation policies influences changes in their instruction and which school supports shape such perceptions.
This study investigates the affordances of two contrasting pathways into teaching secondary mathematics through examining the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers who entered teaching via two preparation programs focused on staffing high-need schools in the same region.
To investigate if and how teachers connect student performance data to their instruction, researchers observed teams of 3rd-5th grade teachers, to make meaning of student performance data.
This study explored how a yearlong professional development model guided by the Technology Integration Planning Cycle supported teachers’ technology integration efforts. Teachers’ progress as well as student performance are discussed.
This study problematizes the current idiosyncratic nature of clinical experiences provided for most pre-service teachers during the initial preparation period and its consequential impact on the learning of pre-service teachers and their future students in classrooms.
This study uses five case studies to examine high school English teachers’ instruction of writing while taking into account their preparation for teaching writing, the instructional policies in place, and the learners in their classrooms.
Evidence regarding the reliability and validity of value-added teacher rankings, evidence that National Board for Professional Teaching Standards teacher certification is a reliable measure, but a weak predictor, of gains in student performance, and evidence from a path analysis suggest reasons to question the prevailing view that the contribution of teachers to student performance is the largest factor influencing student achievement.
This study compares teachers’ social and human capital variables to see which of the two predict growth in classroom implementation of a high school science intervention based in cognitively rich and technology curricula.
This article highlights four types of resources that appear critical for supporting teacher learning through investigation of two cases of close teacher engagement with equity-oriented practice and two cases of relatively low engagement.
In this article, the authors examine the focus and facilitation of teachers’ collaborative conversations in schools that exhibited growth in instructional quality.
This article describes the development of the first formally accepted national standard for social justice teacher education in U.S. history. The article culminates in a discussion of how policymaking influences professional realizations about social justice as a matter of fundamental education policy reform and local practice.
This paper analyzes how research has been misused in debates about the future of teacher education and offers several specific suggestions for improving the quality of this debate.
This study explores how three organizations—Big Picture Learning, EL Education, and Internationals Network—meet the challenges of growing effective teacher learning communities while also scaling their school designs across geographies.
This article calls for the creation of partnerships between teacher preparation programs and researchers or state education agencies to share individual-level data on program graduates with teacher preparation programs.
This case study of two secondary school teacher teams explored the potential of collaborative partnerships with outside content experts for infusing new resources and perspectives that move beyond persistent images of classroom instruction.
By using the field of dance education in Finland as an example and by describing the critical incidents that occurred during the collaborative knowledge creation process amongst the participating dance professionals this article sheds light to a more general phenomenon of facilitating the creation of new knowledge in professional contexts, that are characterized by epistemic diversity or specificity.
In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) model in elementary classrooms.
This chapter chronicles the experiences of three friends who journey from being students in teacher education to junior faculty in the field. Using critical race theory as an analytical tool, the three friends highlight the ways in which racism exists and is manifested in three different teacher education programs.
As teacher education programs have struggled with how to best reconcile the needs of students of color with the experiences and misconceptions of White teachers, this study looks at how digital tools can be leveraged to support culturally responsive pedagogy.