Research suggests that relational trust is important for teacher collaboration and shared learning. This study examines relational trust with a new population: teacher candidates and classroom mentor teachers (CMT). Our results suggest participants' (n = 16) perceptions of trust in mentoring relationships align with published facets of trust.…

Team-based learning (TBL) is a type of small-group collaborative learning that promotes students' accountability and intellectual growth. The readiness assurance stage of TBL, though having a great potential of addressing the widespread course preparation problem, has not been given enough attention. This study aimed to examine the effectiveness…

The analysis of word problem types and schema-based diagrams are assumed useful for helping students and thus, important for preservice teachers to learn in their preparation programs. Drawing on pre-and post-assessments and videotaped demonstrations, this study analyzed elementary preservice teachers' understanding of addition and subtraction…

Research highlights the challenges of teacher preparation programs in adequately preparing teachers to meet the needs of diverse students often served in high-needs urban schools. Teacher preparation programs that include culturally relevant pedagogy, coursework specifically related to school-community interaction, and most importantly,…

This research study examines how instructional time is allocated while early childhood teacher candidates are present in mentor teachers' classrooms as part of clinically-based teacher preparation. Researchers conducted 44 observations in 16 mentor teachers' classrooms in three public school districts. The observations were quantified and analyzed…

Current teacher preparation programs have received scrutiny for failing to sufficiently support teachers in valuing and developing their knowledge of data literacy. The current study explores a collaborative approach to increasing pre-service teachers' experiences with data literacy by including under-utilized data experts: school psychologists.…

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…

As policy makers' neoliberal reforms continue to impact teaching and teacher education, stakeholders across both fields of teaching continue to seek out alternative practices that assist educators in fostering democratic learning experiences for children in schools. However, many continue to struggle with the impact of these reforms on their…

There is a demographic and democratic imperative for social studies teachers to broach the issue of contemporary immigration in their classrooms. In this study, preservice social studies teachers (PSTs) viewed three documentary films that presented stories of immigration that run counter to the narrative projected by the Trump administration and…

The purpose of this collective case study was to explore the impact of using young adult literature in a content area literacy course to leverage the development of professional identities in preservice agriculture teachers (n= 4). Empirical studies of the literacy-based experiences and professional development of agricultural education majors are…

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…

A critical mass of literacy scholars have re-defined what it means to prepare reading teachers toward approaches that foreground culture, critical inquiry, and multilingualism. An upsurge in research on critical approaches to prepare caring and conscious reading teachers has resulted, though fewer studies have examined the ways novice teachers…

Drawing on data from 16 teacher candidates in an elementary literacy methods course, this qualitative study seeks to understand how literature circles can help candidates critically reflect on social justice and equity as well as encourage reflection on race and privilege. Upon analyzing recorded classroom discussions, written artifacts, and…

The purpose of this study was to explore teacher educators' self-efficacy in addressing LGBTQ issues. Self-efficacy is a key component of social cognitive theory and highly predictive of an individual's willingness to act. This study includes 232 teacher educators' responses to a survey exploring their self-efficacy in working with LGBTQ students,…