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.
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 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, 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.
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.
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.
This article reports on a randomized controlled experiment examining the impact of a professional development intervention that helps teachers foster students’ historical thinking skills, social and ethical reflection, and civic learning.
This two-year qualitative study used the theoretical constructs of identity contingencies and situational cues to explore the experiences of 22 African American preservice teachers in their teacher licensure testing events. Findings illustrate that race can become a salient dimension of the testing event through (a) interactions with test proctors and site administrators and (b) actions of other test takers that inadvertently cue racial stereotypes and judgments.
This article examines the challenges and promises of complexity theory as a theoretical framework for teacher education research.
In this article, documented accounts of evidence-based program renewal in two teacher education programs are interpreted through the lens of Cultural Historical Activity Theory (CHAT).
The present study explored the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences.
This article analyzes the complexities involved in learning to mentor, by considering how role identity and context influence two mentors as they experience the same professional development program.