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Teacher Education


Articles
by Jamy Stillman & John Beltramo — 2019
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.

by Thomas Philip — 2019
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.

by Manka Varghese, Julia Daniels & Caryn Park — 2019
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.

by Mariana Souto-Manning & Jessica Martell — 2019
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.

by Keffrelyn Brown & Anthony Brown — 2019
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.

by Jihyun Kim, Min Sun & Peter Youngs — 2019
This study examines how teachers’ perceived legitimacy of teacher evaluation policies influences changes in their instruction and which school supports shape such perceptions.

by William Zahner, Suzanne Chapin, Rich Levine, Lingjun He & Robert Afonso — 2019
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.

by Margaret Evans, Rebecca Teasdale, Nora Gannon-Slater, Priya La Londe , Hope Crenshaw, Jennifer Greene & Thomas Schwandt — 2019
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.

by Amy Hutchison & Lindsay Woodward — 2018
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.

by Hosun Kang & Mark Windschitl — 2018
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.

by Juliet Wahleithner — 2018
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.

by Stuart Yeh — 2017
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.

by Susan Yoon, Jessica Koehler Yom , Zhitong Yang & Lei Liu — 2017
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.

by Nicole Louie — 2017
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.

by Christine Andrews-Larson, Jonee Wilson & Adrian Larbi-Cherif — 2017
In this article, the authors examine the focus and facilitation of teachers’ collaborative conversations in schools that exhibited growth in instructional quality.

by Leslie Burns & sj Miller — 2017
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.

by Kenneth Zeichner & Hilary Conklin — 2016
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.

by Meg Riordan, Emily Klein & Reva Jaffe-Walter — 2016
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.

by Kevin Bastian, C. Kevin Fortner, Alisa Chapman, M. Jayne Fleener, Ellen McIntyre & Linda Patriarca — 2016
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.

by Bradley Ermeling & Jessica Yarbo — 2016
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 Teija Löytönen — 2016
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.

by Rebecca Powell, Susan Chambers Cantrell, Victor Malo-Juvera & Pamela Correll — 2016
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.

by Vanessa Seriki, Cory Brown & Kenneth Fasching-Varner — 2015
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.

by Robyn Seglem & Antero Garcia — 2015
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.

by Dennis Barr, Beth Boulay, Robert Selman, Rachel McCormick, Ethan Lowenstein, Beth Gamse, Melinda Fine & M. Brielle Leonard — 2015
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.

by Emery Petchauer — 2014
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.

by Marilyn Cochran-Smith, Fiona Ell, Larry Ludlow, Lexie Grudnoff & Graeme Aitken — 2014
This article examines the challenges and promises of complexity theory as a theoretical framework for teacher education research.

by Charles Peck & Morva McDonald — 2014
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).

by Chen Schechter & Tova Michalsky — 2014
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.

by Randi Stanulis & Susan Brondyk — 2013
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.

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Recent Posts
 
Book Reviews
by Paul Cobb, Kara Jackson, Erin Henrick, Thomas M. Smith, Michael Sorum, & the MIST Team
reviwed by Joy Esboldt & Travis Bristol — 2018

by Jennifer Cleary, Terry Morgan, & Robert J. Marzano
reviwed by Cindy Gilson — 2018

by Joseph E. Flynn, Jr.
reviwed by Christopher Busey & Tianna Dowie-Chin — 2018

by D. C. Phillips
reviwed by Colin MacLeod — 2018

by Pam Grossman (Ed.)
reviwed by Courtney Rath — 2018

by Merilyn Buchanan & Michael Cosenza (Eds.)
reviwed by Maria Ruiz-Martinez & Ashley Cartun — 2018

by Alan V. Brown & Gregory L. Thompson
reviwed by Michael Guerrero & Maria Guerrero — 2018

by Andrea M. Kent & André M. Green (Eds.)
reviwed by Sheri Williams & Joseph DeBonis — 2018

by Mary E. Dilworth
reviwed by Amanda Vickery — 2018

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Resources
  • Streaming videos showcasing the work of exemplary teachers
    With a shortage of teachers nationwide, but particularly in the New York City area, more and more educators are entering school this fall with little or no hands-on classroom experience. Over-crowded classes, pressure to “teach to tests,” and a more diversified student population will also put added stress on this new crop of teachers. Guidance in the form of professional development, via the Internet, is now available providing access to an archive of wisdom and best practices from some of the greatest teachers on the front lines. Teachers Network, with a grant from the AT&T Foundation, has developed a series of interactive streaming videos, which offers practical instruction for the novice teacher, and serves as a form of “digital mentoring.”
  • Teaching Education
    Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education.
  • Teachers Network
    Teachers Network is a nationwide, non-profit education organization that identifies and connects innovative teachers exemplifying professionalism and creativity within public school systems. Over 40,000 public school teachers have received Teachers Network grants and fellowships in the areas of curriculum, leadership, policy, and new media.
  • The Benedum Collaborative Model of Teacher Education: A Preliminary Evaluation
    Results of a preliminary study of the teacher education program at West Virginia University based on the Holmes Group model
  • Journal of Education for Teaching
    The Journal of Education for Teaching is an established international periodical which publishes original contributions on the subject of teacher education.
  • Tapped In
    TAPPED IN™ is the online workplace of an international community of education professionals. K-12 teachers and librarians, professional development staff, teacher education faculty and students, and researchers engage in professional development programs and informal collaborative activities with colleagues.
  • Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations
    An executive summary of a review of research on teacher preparation
  • Asia-Pacific Journal of Teacher Education
    The Asia-Pacific Journal of Teacher Education is an international medium for educators with an interest in the pre-service and continuing education of teachers.
  • National Council for Accreditation of Teacher Education
    NCATE is the profession's mechanism to help establish high quality teacher preparation.
  • Professional Development: Learning From the Best
    This site is designed for school and district-level teachers, administrators, and others interested in improving professional development.
  • Phi Delta Kappan
    The Phi Delta Kappan publishes articles concerned with educational research, service, and leadership; issues, trends, and policy are emphasized.
  • Teacher Education Accreditation Council
    The Teacher Education Accreditation Council (TEAC)is a nonprofit organization of institutions of higher education and other groups and individuals devoted to the improvement of academic degree programs for professional educators.
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