Consistent with the anniversary theme of this special issue of ATE, this article offers an overview of 40 years of advocacy for social justice- and equity-centered teacher preparation through three extended examples from the author's own work. Arranged chronologically and shaped by differing policy and political landscapes, the examples represent…

What constitutes accountability in teacher education? This article reviews research on elements of teacher preparation program quality and argues that professional standards can leverage greater quality if they are incorporated into professional policies governing accreditation and licensure that encourage schools of education to adopt the…

This article represents an ideological and methodological call to action that is over fifty years in the making. It seeks to articulate a new form of critical consciousness by combining the principles of a Freirean liberatory pedagogy with the methodological and ideological specificity of Ball's Model of Generative Change. We call this evolved…

The Association of Teacher Educators (ATE) held its first annual meeting in February 1920 in Atlantic City, New Jersey. In the 100 years since its inception, ATE has led advocacy in issues related to teacher education. The leaders of today continue to be on the cutting edge of other major issues in research and practice in teaching and teacher…

This paper explores Megan's -- a preservice teacher's -- learning around teaching literacy while enrolled in a social justice-oriented teacher education program and student teaching in poverty-impacted schools. Megan had fewer opportunities to teach literacy in university-promoted ways when student teaching with an attentive cooperating teacher…

Pre-service teachers (PSTs) often enter teacher preparation programs with firm expectations of their future classrooms. However, the exact nature of their expectations remains relatively unexplored. Though previous research has identified that pre-service teachers expect to impact student outcomes, few studies have explored the ways in which PSTs…

This study was conducted to explore a comprehensive belief system model of pre-service science teachers' (PSTs') beliefs and to examine the reasons why and how these beliefs are in/consistent with each other. A sequential explanatory research design guided the study, with a quantitative approach being followed by a qualitative one. Participating…

One of the primary concerns of pre-service secondary teachers is negotiating student behavior and classroom management, and novice teachers cite this as one of the reasons why they leave the profession in the first three years. This study examines the learning outcomes of a microteaching project with a student behavior component. The participants…

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…

In today's increasingly linguistically diverse classrooms, all science teachers require expertise in supporting students' language development simultaneous to content-based classroom instruction. Current science-oriented K-12 teaching frameworks and standards promote a vision of learning and doing science that entails engaging students in…

The purpose of this qualitative study was to explore how pre-service teachers perceive, understand, and feel about Data-driven decision making (DDDM), as well as the impact of targeted, persuasive instruction on those constructs. According to conceptual change theory, learners sometimes hold knowledge, feelings, and beliefs that may be…

This paper explores how two teacher candidates in an equity-focused preparation program negotiated among multiple perspectives about teaching the English Language Arts in linguistically and culturally diverse teaching contexts. We present cases of two preservice teachers (PTs) who experienced tensions in their development as a result of…

Recent policy and scholarly reports, accreditation agencies' guidelines, and professional association efforts have called for teacher preparation programs to incorporate more frequent and rigorous clinical experiences. Directing three elementary and secondary education programs in two states, we recognized that one reason they--and perhaps other…

Educator preparation programs across the United States are increasingly adopting performance-based assessments, including edTPA, as a mechanism to measure candidates' development of the knowledge and skills necessary to enter the classroom upon program completion. Within this context, this investigation examined associations between elementary…

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…