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Riddle, Molly A.; King, Elena T. – Action in Teacher Education, 2023
After schools were closed in AY 2019-2020 due to the COVID-19 pandemic, teachers were expected to continue two-way communication and collaboration with their students' families without much guidance. In this study, we focus on how five teacher candidates navigated and continued their efforts of communication and collaboration with students'…
Descriptors: COVID-19, Pandemics, Preservice Teachers, Preservice Teacher Education
Baker, Scott; Milner, Joseph O. – Action in Teacher Education, 2016
This article reports on a teacher education program's use of "teaching rounds" and "action research" to build teacher candidates' "discretionary authority," the confidence to make their own teaching decisions rather than model their classroom choices solely on a mentor teacher's classroom pedagogy. Discretionary…
Descriptors: Teacher Education Programs, Action Research, Preservice Teachers, Self Efficacy
McGee, Jennifer; Colby, Susan – Action in Teacher Education, 2014
Understanding effective and appropriate techniques for assessing student learning has never been as critical and political as is it is today. Accurate assessment methodologies employed in public schools are vital to the interpretation of student achievement data through which school effectiveness is being measured. Although there is a need,…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Education Curriculum, Methods Courses
Journell, Wayne; Buchanan, Lisa Brown – Action in Teacher Education, 2013
Within the literature on teacher education in the United States, relatively little research has been conducted on how preservice teachers conceptualize popular depictions of the profession or issues related to the "extended professionality" of teaching. In this study, the authors explore the reactions of elementary, middle, and secondary…
Descriptors: Preservice Teachers, Politics of Education, Student Attitudes, Professional Identity
Unruh, Lori; Holt, Janice – Action in Teacher Education, 2010
The recruitment and retention of public school teachers has been an area of concern for many years. Teacher recruitment has been addressed through the development of alternative pathways to teacher certification. Teacher retention has been addressed primarily through induction programs that provide mentoring and other support resources to…
Descriptors: Teacher Effectiveness, Public School Teachers, Teacher Persistence, Program Effectiveness
McFadden, Cheryl; Sheerer, Marilyn – Action in Teacher Education, 2006
Blackwell, Futrell, and Imig (2003), in their article "Burnt Water Paradoxes of Schools of Education," present a dismal picture of the challenges and inconsistencies facing schools, colleges, and departments of education. These criticisms have accelerated over the past few years and have been fueled by the current federal government's…
Descriptors: Comparative Analysis, Superintendents, Schools of Education, Federal Government
Simmons, Sara Coble; Mebane, Dorothy J. – Action in Teacher Education, 2005
Since 2000, North Carolina has offered an alternative route to licensure for adults who desire to move into teaching from other careers. NC TEACH is a statewide alternative teacher preparation program aimed at recruiting, supporting, and retaining highly skilled mid-career professionals who seek to enter the teaching profession through the lateral…
Descriptors: Teacher Education Programs, Alternative Teacher Certification, State Programs, Online Courses
Peer reviewed
Hawk, Parmalee – Action in Teacher Education, 1987
The North Carolina teacher induction program which involves support teams comprised of a principal, a mentor teacher, and one other teacher educator is described. A five-part Likert scale was used to assess the responses of support teams to their experiences with beginning teachers. Findings are reported. (MT)
Descriptors: Beginning Teachers, Elementary Secondary Education, Helping Relationship, Individual Development
Peer reviewed
Thomson, W. Scott; Hawk, Parmalee P. – Action in Teacher Education, 1996
Through the use of videotaping and postconferencing via a telecommunication link, first-year North Carolina teachers received assistance from a support team composed of a site mentor and a university professor in a remote site. The paper describes the project and its results, which the participants considered a limited success. (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, College School Cooperation, Elementary Secondary Education