As U.S. schools continue to grow more culturally and linguistically diverse, it is important for teacher-educator programs to include pedagogy that promotes engaging learning opportunities for all children. One way these learning opportunities can occur is through interactive read-alouds. Interactive read-alouds provide the teacher and child an…

Recently, interdisciplinary instruction has come back to the educational scene, specifically supported through the Common Core State Standards. As teacher educators and former middle-level teachers, the authors see this as a positive move to enhance learning for adolescents. This qualitative study sought to answer: How do secondary preservice and…

Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators'…

Professional development that scaffolds and supports supervisors is critical for quality field experiences and is our responsibility as teacher educators. The literature supports this statement and two ideas that conceptually frame our work: (1) quality field experiences are a critical component of preservice programs and (2) training and support…

Although classroom video is well recognized as a valuable reflective resource for student teachers, we know very little about how university supervisors' pedagogical practices are shaped by creating and using videos with their student teachers. This study explored how 12 supervisors developed greater stances of inquiry toward their practices…

Set in an undergraduate Secondary English Education Program, this qualitative study draws on theories of power, positioning, and identity to explore how positions of power affect teacher identity construction. Drawn from a larger study, the authors examine how one preservice teacher negotiated positions of power with students in ways that enabled…

One of the challenges of teacher educators is instructing students who possess complex dispositions or experience troubling times while under our auspices. Research supports common knowledge that student dispositions interplay with social identity formation and learning (specifically, situated cognition). This study examined learner dispositions…

Teaching for social justice is an increasingly popular emphasis among P-12 teachers and teacher educators alike. However, research suggests teachers, and especially beginning teachers, struggle to enact their social justice visions when faced with the myriad of mandates characteristic of today's classrooms. In this article the author examines how…

This case study examines the impact of the 1-year implementation of a state-mandated, standardized teacher performance assessment (TPA) on a faculty's infusion of multicultural education across a secondary education teacher preparation program. Findings show that faculty and teacher candidate (TC) perceptions predominantly concluded that the TPA…

In this article the four coauthors share the process of moving a paper from a conference presentation to a manuscript that is acceptable for publication. The first two authors discuss the ways in which an experienced teacher educator mentored an emerging scholar through the submission process. The last two authors discuss the editors' role in…

This article examines one teacher educator's teaching of reading methods at a university that was recognized for exemplary reading instruction. Data collected over the course of one semester indicated that she modeled the teaching of reading and served as a catalyst in activating preservice teachers' need to know about how to teach reading by…

Educational scholars often describe a research/practice divide. Similarly, students in teacher education programs often struggle to navigate the differences between university coursework and expectations they face in field-based placements. This self-study analyzes one researcher's attempt to address the research/practice divide from the position…

Using Kegan's (1982, 1994) theory of constructive developmentalism, this study focused on the way in which the teacher candidates defined success in student teaching. The candidates differed in their personal epistemologies or what Kegan (1982) called orders of consciousness, which referred to the different ways an individual made meaning of…

Developing a scholarly, professional identity is one of the most difficult aspects of entering the field of higher education and teacher preparation. In this article, the authors describe the birth and success of Association of Teacher Educators' (ATE) Emerging Scholars program, a new program designed to help graduate students and those new to…

Over a 7-year period, graduate teaching assistants participated in a teacher education doctoral seminar designed to develop emergent scholarship and practice in teacher education. Six former students in the seminar, all now assistant professors, joined Dinkelman in an open-ended, far-ranging, month-long conversation captured in a threaded, online…