In this research reflection, we develop a portrait of our engaged pedagogy for teaching educational foundations classes in teacher education. Our engaged pedagogy--based on autobiography and self-disclosure traditions-- emphasizes instructors and students' self-disclosure of lived experiences as being central to practical curriculum in…

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

The National Council of Teachers of Mathematics (NCTM) has called for changes in mathematics teaching from a procedural to conceptual focus since 1980, yet the way mathematics is taught in many classrooms continues to contradict the recommended practices. The pervasiveness of this challenge has led some educators to suggest changes in university…

This article describes the first phase of a longitudinal study that examines the impact of teacher preparation programs on the literacy instructional practices of teacher candidates. Case summaries and cross-case analysis by 12 researchers of 10 teacher preparation universities across the United States determined (1) the signature aspects of…

The development of subject knowledge and pedagogical content knowledge has been the focus of much educational research and debate in recent years. Of particular interest is the process by which preservice science teachers develop pedagogical content knowledge from their subject knowledge. In the study presented here, a process of writing narrative…

Value orientations of university students enrolled in an Ontario preservice training program (education) were examined via gender and qualification program (division). The Rokeach Value Survey was administered to more than 100 university students in Ontario, Canada. Results indicated that there were differences in the value orientations of each…

We used qualitative methods to explore how a graduate literacy program prepares in-service teacher education candidates to support the literacy development of diverse learners in the United States. Using data from program evaluations collected in 2009 and 2010, coursework, rubrics, candidates' work samples, and surveys from 24 respondents (a…

This longitudinal study examines the effects of a collaborative evaluation process on mathematics instruction and student outcomes in an elementary school serving a low-resource community. Thirty-two elementary teachers participated in a 3-year collaborative evaluation professional development process that contributed to improved mathematics…

There have been recent calls for the integration of STEM (science, technology, engineering, and mathematics) in K-12 education. In this collective case study, we describe three teachers' implementations of a new STEM curriculum that integrates mathematics, engineering, and technology. These teachers ranged in their faithfulness to the…

Given federal mandates, public school districts have adopted inclusive practices with the expectation that general education teachers can accommodate students with disabilities. For teacher preparation programs to prepare future teachers for this reality, it is important to understand the composition of a "typical" general education…

In this article, we explore findings from a semester-long online mentoring project between graduate students enrolled in a doctoral program and university students observing in local high schools early in their teacher education program. The project's goals were to provide supervised mentoring experiences for doctoral students to better…

Fifty-five teacher candidates explained their ideas about the purpose of education, controversy, and balanced instruction. In a quarter-long course that focused on effective teaching methods, these future teachers experienced a civic engagement project based on Socratic discussion about the Pledge of Allegiance. This qualitative study argues that…

Teachers' recognition of the political and cultural implications of their pedagogical decisions is significant. Teachers need to recognize the role they play in the facilitation of democracy and the impact of their orientation toward cultural reproduction, social integration, and personal awareness. Political engagement rests on the assumption…

Data collected on student teachers (n=242) from 5 institutions indicated that over 40% moonlighted, 93% because of economic necessity; approximately 50% worked 20 hours or less per week, and a significant number reported serious negative personal consequences. The survey instrument is attached. (IAH)

Data is reported from a study of teacher educators (N=618) and teacher certified graduate students (N=566) who were surveyed concerning their attitudes toward extended teacher education programs and related concerns, such as the relative importance of liberal arts coursework in extended programs. (IAH)