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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 Katherine Cumings Mansfield, Anjalé D. Welton, & Pei-Ling Lee (Eds.)
reviwed by Leslie Schmidt - 2019

by Candace Schlein
reviwed by Joy Howard & Timberly Baker - 2018

by Paul Whitinui, María del Carmen Rodríguez de France, & Onowa McIvor (Eds.)
reviwed by Lynn Aylward - 2018

by Kathy L. Guthrie & Daniel M. Jenkins
reviwed by Brett Geier - 2018

by Diane Mayer, Mary Dixon, Jodie Kline, Alex Kostogriz, Julianne Moss, Leonie Rowan, Bernadette Walker-Gibbs, & Simone White
reviwed by Manu Sharma - 2018

by Keli Garas-York, Pixita del Prado Hill, Leslie K. Day, Kim Truesdell, & Susan Keller Mathers (Eds.)
reviwed by Akihiko Takahashi - 2018

by Donna L. Pasternak, Samantha Caughlan, Heidi L. Hallman, Laura Renzi, & Leslie S. Rush
reviwed by Rebecca Flores & Ashley Cartun - 2018

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

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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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