Teacher preparation programs face great challenges in ensuring their graduates are prepared for the demands of today's classrooms. The authors explore how teacher accountability has evolved based upon federal legislation leading to adoption of the Common Core State Standards (CCSS). Recognizing that future teachers will be held accountable…

This paper proposes a framework for the development of culturally responsive practices in beginning teachers to meet the needs of diverse students in multicultural classrooms. The framework describes the trajectory beginning teachers undergo toward becoming culturally responsive and discusses how teacher educators in liberal arts colleges can…

Informed by the narrative inquiry approach (Connelly & Clandinin, 1990), this qualitative study examined preservice teachers' narratives to investigate what they think, know, and believe in teaching English learners. Beyond just telling stories, narrative structures and meanings were examined with the goal of gaining insight of the preservice…

In an era of specialization and standardization, what might the liberal arts offer to preservice teachers as they prepare for their participation in a demanding profession? The authors posit that teacher education programs housed in liberal arts institutions can provide rich mentoring opportunities for teacher candidates. While faculty in teacher…

This narrative outlines the process of how an independent liberal arts college integrated coursework and learning experiences focused on urban school teacher preparation with an existing university program in Urban Studies. Programmatic changes and additions to teacher education programs at independent liberal arts colleges are often very…

Although strong arguments espousing the accolades of arts involvement are evident, the visual and performing arts continue to be underfunded and underused in K-12 schooling and teacher preparation. Valiant efforts from arts advocates have made inroads to reverse this negative trend, yet policies and practices that reflect a commitment to "arts for…

This essay argues the importance of teacher preparation programs establishing holistic programs that have a solid intellectual, philosophic foundation that goes beyond a set of prescribed outcomes. In holistic programs, understanding "why" becomes as important as knowing "how." Teacher education students have a right to expect to go beyond…

Today's teachers must be equipped to reach all children and embrace a pedagogy of equity. Toward that end, teacher preparation programs need to foster a transformationist pedagogy which allows students to develop into culturally responsive teachers. This paper describes three components of a teacher preparation program that embraces teaching for…

This paper examines the potential for and challenges of using a critical approach to service-learning, based on Freire's notions of praxis and dialogue, as part of an introductory education course. Although any service-learning project runs the risk of falling prey to the more traditional approach, which involves a pedagogy designed to enhance…

Teacher education programs do not generally provide opportunities for preservice teachers to work with parents. As a result, these novice teachers often leave their teacher education programs with little or no information about how to successfully interact with parents. This article details the actions of parents during a reading course that was…

This study is part of a larger study that uses mixed methods (qualitative and quantitative methods) to investigate preservice teachers' knowledge and understanding of multiculturalism and to prepare preservice teachers to work in diverse classrooms. The results indicate two findings: 1) that preservice teachers come from homogeneous backgrounds;…

Teachers, and those who prepare them, struggle to balance test-centered legislative mandates and conscientious professional practices. Increasingly, professional judgment may be at variance with federal testing guidelines. Present federal testing requirements, if strictly followed, will retain a significant number of students in grade resulting in…

Cross-cultural experiences in teacher education are an important part of multicultural education because they allow preservice teachers to examine their world view and develop culturally sensitive dispositions critical for teaching in our diverse society. Research has shown that effective cross-cultural experiences can lead to personal…

What defines a strong connection between university and school-based experiences for a small teacher education program? This paper explores the creation of "intentional partnerships," which involves the systematic crossing of multiple voices (preservice, mentor, university professor, principal, supervisor) to build mutual understandings across…

The Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE), representing over 200 institutions nationwide, created the Models of Excellence (MOE) Committee to define exemplary qualities of teacher education preparation programs and to select and recognize programs that meet these high standards. With input from members of…