This qualitative case study responds to calls for research on the ways critical reflection develops in preservice and novice teachers. While evaluating capacity to reflect is a dominant practice in teacher education, few studies explore empirically how different factors impact teachers' reflection. Building from earlier research that…

This article highlights the capacity of both neoliberal discourse and Teach for America (TFA) in shaping how emergent TFA teachers frame teaching with regard to occupational esteem, occupational status, and occupational prestige. Relevant literature explores the evolution of teaching and teacher preparation in light of neoliberalism, and the…

Evaluating the impact of new teachers on student learning is a requirement for accredited teacher preparation programs. This article shares findings from a mixed methods, multiple case study investigating P-12 student learning in the classrooms of six graduates two-three years after completing a teacher preparation program. Data collection…

Induction support for beginning education professors is rarely provided. To address this gap, qualitative descriptive research was conducted by asking a national sample of experienced education professors about challenges faced and met as new faculty members. The resulting seven induction themes for beginning education professors are discussed in…

Using a qualitative approach, this article reports findings of a longitudinal study of seven successful elementary educators from the inception of their final preservice field experience through the first seven years of their independent teaching. The research centers the development of teachers' literacy-related instructional practices over the…

Using case study methodology, this study follows three elementary teachers transitioning from their teacher education programs through their first year of teaching. Guided by the tenets of Pose, Wobble, and Flow (P/W/F), a framework for examining teacher development, we explore participants' learning and growth. Poses are conscious beliefs about…

A comparison of population and employment projections shows the gap between teacher supply and demand growing through 2025. Alternative certification programs (ACPs) were created to increase teacher production, but research on who selects ACPs versus traditional preparation programs (TPPs) shows mixed results as does research on new teacher…

The similarity of teaching assignments between mentor and novice teachers are typically regarded as necessary prerequisites for successful mentoring relationships. Yet, due to the personnel shortages and specialized teaching assignments in special education, it is not always possible to match novice special educators with veteran special…

To investigate how competent preservice candidates were prepared to teach English learners (ELs), a case study was conducted to examine 30 candidates use of effective practices for ELs during preservice preparation and the first years of teaching. Data included: (1) preservice assignments related to planning and teaching; (2) student teaching…

Understood as one approach to enacting a practice-based pedagogy of teacher education, core practices (CPs) have in the last decade become part of the discussion in general teacher education, and within particular content areas. CPs are viewed as practices that are essential to student learning and critical to novice teachers' (NTs') early career…

This study examines how three novice teachers experienced feedback in their learning-to-teach journeys, from their yearlong student teaching experience through their first-year teaching. As student teachers, the participants received frequent, focused feedback. During their first-year teaching, they continued to desire feedback, yet had different…

Using a mixed-methods approach, this article reports survey findings regarding the factors secondary English-language-arts teachers in the United States reported as influential to their text selection and examines how those factors varied by years of teaching experience. Teachers' department was the most cited influence regardless of years'…

Scholars suggest that through visioning preservice teachers can imagine their ideal classroom and construct instructional practices aligned with their knowledge of effective pedagogy. However, less is known about the relationship between preservice teachers' visions and their personal ideologies and histories. During the semester, preservice…

A critical issue in teacher education is the ongoing support and professional development of novice teachers. This study explores a professional development project, "Reconnect and Recharge," for newly inducted teachers. Participants met three to four times during the school year from 2009 to 2013 to explore their teaching successes and…

Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their…