This article details one teacher education department's process of addressing the social-emotional learning of preservice teachers and, ultimately, their P-12 learners. We used an innovative social-emotional learning framework utilizing the professional learning communities model for faculty development and program implementation. It uses multiple…

Drawing on data from a phenomenological research study of Ako Matatupu/TeachFirst New Zealand (TFNZ), an affiliate of Teach for All, this article considers how differently positioned actors within New Zealand theorize the appeal of TFNZ as opposed to university-based pathways. Findings suggest that a multiplicity of factors influence the…

This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO)…

Critical reflection is defined as an educational imagination that allows candidates to look at themselves and their situations with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching. This study examines the effectiveness of using explicit instruction in…

A number of socially transformative implications of connecting teacher education with urban schools and communities have been documented, including: (1) building trust with local communities; (2) creating a greater commitment to community through service learning; (3) preparing culturally responsive future teachers who are more effective when…

This article explores the motives and evolving identities of one group of graduate students enrolled in a teacher education program at an Ivy League university, who made the choice to teach in urban classrooms. The authors examine the perspectives these candidates give to the process of learning to teach and how their identities are tempered,…

Many educators have suggested that teachers hold the authority, and thus the responsibility, for initiating the curricular and instructional changes made within their own classrooms. One implication of this suggestion is that teachers be reflective about their practice. Yet, reflection is a difficult process that requires critical thought,…