There has been growing evidence suggesting that collaboration between content teachers and English as a second language (ESL) teachers is crucial for multilingual learners' (MLLs) equitable learning experiences. What is lacking is more nuanced analyses of teacher collaboration in the classroom context. This article reports on the findings of a…

This study explores the use of critical conversations in a field-based practicum setting to develop dispositions toward, and understandings of, equitable teaching practices. To date, few studies have examined how mentors and mentees use shared reflection to examine issues of equity alongside learning how to teach. Using self-study methods and…

Although literature emphasizes the value of recursive reflection on problems of practice to facilitate teacher learning and change, few studies investigate teachers' iterative, evolving reflections on problems that emerge in their efforts to change their practice over time. This case study provides an in-depth, longitudinal analysis of one…

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…

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…

Long-standing calls have been initiated to attend to equity in student achievement in and through science. Science teacher educators can aid these efforts by identifying effective science teaching strategies and supporting K-12 science teachers in integrating those into their practice. Scholars argue for an equity-driven lens to be central in…

In STEAM (Science, Technology, Engineering, Arts, and Math) instruction, inquiry and authentic problem solving connect the disciplines to encourage higher-order thinking and increase student engagement. For instruction to be successful in facilitating meaningful student thinking about authentic problems, however, the instructor needs to use strong…

This study examines the perceptions of relationship quality and satisfaction held by student teachers and their cooperating teachers within the context of an instructional coaching framework-focused student teaching experience. Cooperating teachers operated as instructional coaches who then provided turn-around training for other cooperating…

Grading and the interpretation of grades are inextricable facets of teachers' work. Nonetheless, teachers find it challenging to explain the inferences they draw from grades and the decisions they make based upon grades. This article explores teachers' thinking about the grades assigned by their peers. This study used a think-aloud task in which…

Vocabulary is important to reading achievement and overall school success; however, in spite of the research in support of vocabulary instruction, robust vocabulary instruction is lacking in many schools. The purpose of this study was to provide a team of three grade five teachers and an instructional coach with professional development on…

STEAM (science, technology, engineering, art, and mathematics) education is gaining popularity in schools across the United States and in parts of Europe, Asia, and Australia. Despite its popularity little empirical data exists to guide effective instructional practices, and even less is known about the challenges associated with instruction.…

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…

Unlike the situated learning within traditional clinical placements, mixed-reality simulations support a laboratory learning environment where preservice teachers practice their instruction with low risk to the preservice teachers and human students. Simulation experiences can be used in teacher education programs to prepare candidates for the…

This qualitative case study explored preservice teachers' (PSTs) beliefs about disciplinary literacy as they engaged in a blog project with middle-school students to discuss historical texts. Twenty-eight PSTs, enrolled in a semester-long social studies methods course and participating in the blog project as a course assignment, constituted the…

This article draws on the literature on effective African American teachers of African American students to investigate the enactments of culturally relevant critical teacher care (CRCTC) in two fifth-grade teachers' (one White and one Black) classrooms in a large, urban school district. Using interview and observation data, the findings…