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Yiting Chu; Amy L. Weems – Action in Teacher Education, 2024
This qualitative study examined a group of aspiring teachers who completed a pre-collegiate Grow Your Own (GYO) teacher program. The goals of the GYO program were to recruit and introduce high school students to the teaching profession and facilitate their transition to a teacher education program and eventually back to teaching in their…
Descriptors: High School Students, Preservice Teachers, Preservice Teacher Education, Teaching (Occupation)
Barbara L. Pazey; Colleen M. Eddy; Karen Bump – Action in Teacher Education, 2024
Schools and teachers must create optimal instructional learning environments for increasingly diverse student populations. Achieving such a learning environment requires teacher educators and teachers to recognize the voices and ways of knowing for students with dis/abilities who must be heard and accorded legitimacy. The purpose of this case…
Descriptors: Equal Education, Inclusion, STEM Education, Science Teachers
Parkhouse, Hillary; Gorlewski, Julie; Senechal, Jesse; Lu, Chu Yi – Action in Teacher Education, 2021
Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and…
Descriptors: Teacher Researchers, Action Research, Culturally Relevant Education, Educational Change
Suh, Yonghee; Hinton, KaaVonia – Action in Teacher Education, 2021
This narrative inquiry shares the stories of two teachers' collaborative experiences with their counterparts in social studies and English. The primary objective was to learn about how these teachers, within separate teaching dyads, understand and attempt to accomplish the goals of both colleagues' disciplines while planning instruction. Field…
Descriptors: Teacher Collaboration, Middle School Teachers, High School Teachers, Social Studies
Kayi-Aydar, Hayriye; Goering, Christian Z. – Action in Teacher Education, 2019
Effective professional development occurs in learning communities where teachers co-construct knowledge with peers about teaching and learning by engaging in meaningful activities. However, only a few studies have examined the complex nature of discourse, participation, and learning in professional development contexts. Grounded in the notion of…
Descriptors: Questioning Techniques, Faculty Development, Communities of Practice, Audio Equipment
Fletcher, Edward Charles, Jr.; Nguema, Arland; Ashford, Shetay – Action in Teacher Education, 2016
This qualitative, multicase study examined the support, instruction, coursework, discussions, field and clinical experiences, and critical reflection that took place within a precollegiate Urban Teaching Academy (UTA) magnet program located in a southeastern school district. Two major themes emerged with sub-themes undergirding each. The first…
Descriptors: Urban Teaching, Clinical Experience, Teacher Education, Qualitative Research
Coffey, Heather M.; Fitchett, Paul G.; Farinde, Abiola A. – Action in Teacher Education, 2015
Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting (Courage High School) that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. Participants…
Descriptors: Preservice Teachers, High Schools, Social Justice, Teacher Characteristics
Dymond, Stacy K.; Rosenstein, Amy; Renzaglia, Adelle; Zanton, Jessica J.; Slagor, Michael T.; Kim, RahKyung – Action in Teacher Education, 2015
The purpose of this study was to determine preservice teachers' beliefs about the curriculum content and skills that should be available and taught during high school, and the contextual variables (experiences, locations, individuals) that promote access to the high school curriculum. Participants included 79 secondary and 21 special education…
Descriptors: Preservice Teachers, Student Attitudes, Beliefs, Course Content
Hoyt, Kristin; Terantino, Joe – Action in Teacher Education, 2015
This article introduces the Instructional Field Observation Rounds Model (INFORM), drawn from the medical profession where resident interns make rounds with experienced physicians, as an alternative approach for conducting classroom observations in pre-service teacher education methods courses. INFORM centers on structured group observations in…
Descriptors: Observation, Elementary Secondary Education, Preservice Teacher Education, Methods Courses
Kerr, Roberta – Action in Teacher Education, 2014
The purpose of this study was to obtain an accurate picture of minority student enrollment in honors and advanced placement (AP) classes at Wichita (Kansas) High School East and to develop a plan of action to close the achievement gap between White and non-White students. Prior to this study there was no clear, concise data to move this discussion…
Descriptors: Advanced Placement Programs, Honors Curriculum, Educational Change, Educational Practices
Uribe-Flórez, Lida J.; Araujo, Blanca; Franzak, Mark; Haynes Writer, Jeanette – Action in Teacher Education, 2014
Because the English learners' (ELs) population is growing in the United States, teacher candidates should be provided with experiences that prepare them to effectively teach and empower linguistically/culturally diverse students. Teacher candidates should be provided with opportunities to learn skills that engage ELs in mathematics. In this…
Descriptors: English Language Learners, English (Second Language), Second Language Learning, Teacher Education
Stolle, Elizabeth Petroelje; Frambaugh-Kritzer, Charlotte – Action in Teacher Education, 2014
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…
Descriptors: Preservice Teachers, Secondary School Teachers, Interdisciplinary Approach, Literacy Education
Vetter, Amy; Meacham, Mark; Schieble, Melissa – Action in Teacher Education, 2013
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…
Descriptors: Qualitative Research, Power Structure, Professional Identity, Preservice Teachers
Pitts Bannister, Vanessa R.; Mariano, Gina J. – Action in Teacher Education, 2013
The purpose of this article is to explore the relationships between prospective teachers' content knowledge, student understanding, and pedagogy using video cases. The emphasis was on the extent to which the participants utilized constructs of Technology Pedagogy And Content Knowledge. Ten prospective teachers viewed video cases of students…
Descriptors: Teacher Education, Preservice Teachers, Pedagogical Content Knowledge, Comprehension
Martin, Leisa A. – Action in Teacher Education, 2012
One of the main goals of the social studies curriculum and public education in general is citizenship preparation, and one aspect of citizenship education is the recitation of the United States Pledge of Allegiance. Using a case study methodology, high school students completed a questionnaire and participated in follow-up interviews regarding…
Descriptors: Citizenship Education, Service Learning, Citizenship, Democracy
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