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Teacher Education


Articles
by David Hansen, Megan Laverty & Rory Varrato - 2020
This article provides an overview of the special issue on reimaging research and practice at the crossroads of philosophy, teaching, and teacher education. The authors describe the research context out of which the issue arose, and they summarize the articles that comprise it.

by Cara Furman & Shannon Larsen - 2020
This article uses both qualitative data and philosophical argumentation to examine how an exercise, called "Interruptions," can help educators engage in thinking-in-action and, in turn, care for their ethical selves.

by Shilpi Sinha & Shaireen Rasheed - 2020
This article explores transformative teaching through the terms engaging with both the cognitive capacities as well as the racialized body schema of college students in predominantly white institutions.

by John Fantuzzo & Mark Dixon - 2020
The article argues that teacher candidates should be prepared to nudge students towards a pluralistic opportunity structure. It is part of the special issue entitled Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education.

by María Paula Ghiso & Stephanie Burdick-Shepherd - 2020
This article utilizes the practice of philosophical meditation, as articulated in Pierre Hadot’s examination of philosophy as a way of life, to inquire into early childhood learning and teacher education, with particular attention to the discourses of improvement and accountability that have shaped current policies and reform efforts. We link this meditational focus with feminist and de-colonial theoretical perspectives to make visible the role of power in characterizations of children’s learning as related to norms of development, minoritized identities, and hierarchies of knowledge. As two women teacher educators situated within the disciplines of philosophy and literacy, we probe our own experiences to surface, investigate, and reframe the notions of educational improvement that underlie our respective practices.

by Carol Rodgers - 2020
This Afterword recounts aspects of the collaborative process that gave birth to this issue as well as elements of teaching, teacher education, and philosophy that cut across the articles. It focuses on the person, experience and reflection, and belief, purpose, mission, and alignment with practice. It attempts to bring these ideas to life through story.

by Margaret Crocco - 2020
This afterword is part of the “Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education”

by Kate Napolitan, John Traynor, Deborah Tully, Joanne Carney, Susan Donnelly & Leslie Herrenkohl - 2019
This article describes how four teacher education programs took up a legislative initiative to better partner with local schools, families, and communities. It illustrates the impacts that these collaborations had on preservice teachers.

by Amy Lachuk - 2019
This article discusses landmark texts in teacher education and connects those texts to our current interest in emotion in the context of teacher education, while also providing an overview of the edited collection’s chapters.

by Zeus Leonardo & Blanca Gamez-Djokic - 2019
In this article, we use racial melancholia as a framework to better understand the role that Whiteness plays in regulating White women’s emotionality. We apply our analysis to consider the implications of White women’s racialization process for education, then conclude by offering an intersubjective theory of racialized emotion in education, or a pedagogy of racial melancholia.

by Stephanie Jones, Breanne Huston & Karen Spector - 2019
In this chapter, we use theoretical concepts from new materialisms to persuade readers to tend to the body, space, social-classed texts, and emotions in the design of teacher education experiences, with the aim of better understanding social class, classism, and class-sensitive pedagogies.

by Mary Louise Gomez - 2019
The author draws on aspects of her own biography to explore her commitment to issues of equity and justice within teacher education.

by Ayesha Hashim & Jeffrey Carpenter - 2019
This chapter proposes a conceptual framework for unpacking the motivational factors that lead teachers to engage with social media for professional learning.

by Kathryn Strom, Jason Margolis & Nihat Polat - 2019
The purpose of this paper is twofold. First, we aim to problematize the construct of “teacher dispositions” through a critical synthesis of literature and a discussion of a rhizomatic perspective to generate a (re)conceptualization that is more closely aligned with the immensely complex nature of teaching and learning. Second, we draw on samples of university-generated teacher disposition assessment tools to provide concrete examples that “put to work” this rethinking of dispositions, and which demonstrates that the field may be showing signs of moving toward a more contextual understanding of the construct.

by Mariana Souto-Manning - 2019
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.

by Katrina Jacobs - 2019
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.

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 Mariana Souto-Manning - 2019
Mariana Souto-Manning's introduction to the June 2019 issue of TCR.

by Lauren Anderson - 2019
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.

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 Ilana Seidel Horn & Britnie Delinger Kane - 2019
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.

by Dorinda Carter Andrews, Tashal Brown, Bernadette Castillo, Davena Jackson & Vivek Vellanki - 2019
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.

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 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 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 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.

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Recent Posts
 
Book Reviews
by Ellen H. Reames
reviwed by Amy Azano & Catharine Biddle - 2019

by Keonghee Tao Han & Judson Laughter (Eds.)
reviwed by Kay Ann Taylor - 2019

by Patricia A. Edwards, Rand J. Spiro, Lisa M. Domke, Ann M. Castle, Kristen L. White, Marliese R. Peltier, & Tracy H. Donohue
reviwed by Mikel Cole & Mihaela Salariu Gazioglu - 2019

by Kathy L. Guthrie & Vivechkanand S. Chunoo (Eds.)
reviwed by Lacey Seaton & Bonnie Fusarelli - 2019

by Maria Teresa Tatto, Michael C. Rodriguez, Wendy M. Smith, Mark D. Reckase, & Kiril Bankov
reviwed by Susan Swars Auslander - 2019

by Linda Darling-Hammond & Jeannie Oakes
reviwed by Bradley Conrad - 2019

by Penny B. Howell, Shawn A. Faulkner, Jeanneine P. Jones & Jan Carpenter
reviwed by Caroline Sullivan - 2019

by Marilyn Cochran-Smith, Molly Cummings Carney, Elizabeth Stringer Keefe, Stephani Burton, Wen-Chia Chang, M. Beatriz Fernández, Andrew F. Miller, Juan Gabriel Sánchez, & Megina Baker
reviwed by Alisun Thompson - 2019

by Doris A. Santoro
reviwed by Matthew Shirrell - 2019

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Resources
  • 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.
  • Staff Development Policy: Fuzzy Choices in an Imperfect Market
    It is argued here that staff development in the public elementary and secondary schools of the United States is misguided in both policy and practice.
  • Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal
    The Journal is intended to provide a formal forum for the dissemination of the research results, insights, and ideas of professional educators and mathematicians on the wide variety of issues that pertain to the college level mathematics preparation of future K-12 teachers.
  • Educational Insights
    In 1990, a graduate-student journal, Educational Insights, was initiated by the Centre to give graduate students an opportunity to reach out to other educators by publishing what they have learned from their studies and by serving in an editorial capacity to help others share their work.
  • Educational Review
    Educational Review publishes general articles and accounts of research of interest to teachers, to lecturers, to research workers in education and educational psychology, and to students of education.
  • Educational Researcher
    Published by the American Educational Research Association, the Educational Researcher features section publishes manuscripts that report, synthesize, review, or analyze scholarly inquiry, especially manuscripts that focus on the interpretation, implication, or significance of R&D work in education, and manuscripts that examine developments important to the R&D field.
  • Education Review
    Education Review (ER) publishes review articles of recently published books in education. ER contains sixteen departments covering the range of educational scholarship, and is intended to promote wider understanding of the latest and best research in the field.
  • American Journal of Education
    The American Journal of Education is devoted to original inquiries in education, to the evaluation and synthesis of educational scholarship, and to scholarly commentary of educational practice.
  • FORUM: for promoting 3-19 comprehensive education
    FORUM has for almost forty years been the pre-eminent focal point in the United Kingdom for topical and informed analysis - very often highly forthright and critical - of all aspects of government policy as it influences the education of children from primary through to higher education.
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