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Nash, Angel Miles; Allen, Quaylan – AILACTE Journal, 2021
As a powerful institution of social reproduction, schools are locations in which racial inequalities and anti-Black racism play out in ways that contribute to the larger racial disparities that many Black communities experience. The way race informs the experiences of Black students in schools justifies the need for anti-racist and anti-bias…
Descriptors: College Faculty, African American Teachers, Racial Bias, Multicultural Education
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Spencer, Tamara; Fitzgerald, Monica – AILACTE Journal, 2021
This paper offers a case study of how Saint Mary's College of California developed an undergraduate teacher education pathway that focuses on equity and social justice. Responding to the needs of students and families in California, Saint Mary's sought to cultivate an anti-racist pedagogy and cultural humility for future teachers. To do so…
Descriptors: Social Justice, Community Involvement, Leadership, Undergraduate Students
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Walker, Nancy T.; Bracho, Christian; Madhuri, Marga – AILACTE Journal, 2021
Through a collaborative self-study of course redesign, we examined the process of restructuring our courses within a sociocultural context of teaching. Specifically, we explored the shifts we made in course transformation as we reconsidered dominant frameworks while reflecting on our practices, an exploration that allowed to us to reconfigure our…
Descriptors: Tests, Caring, Teacher Educators, Professional Identity
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Elliott, Niki – AILACTE Journal, 2021
Many professional development sessions focused on antiracism have become spaces of defensiveness and opposition to the methods and language used to engage participants, particularly those of the dominant culture. School administrators have reported that many staff either refuse to attend, avoid participation in the space, or even walk out of…
Descriptors: Metacognition, Human Body, Faculty Development, Social Justice
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Harmon, Mariah; Horn, Ilana Seidel – AILACTE Journal, 2021
Calls to increase diversity in the United States teacher workforce emphasize benefits to students without strategic consideration of minoritized teachers' needs. In this ethnographic study, we investigate the affordances of a counterspace for Black women pre-service teachers in a predominantly white institution to support their development as…
Descriptors: African American Students, African American Teachers, Preservice Teachers, Females
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Raygoza, Mary Candace; Norris, Aaminah; León, Raina – AILACTE Journal, 2021
This counternarrative is an homage to the work of abolition in teacher education and a call to humanizing liberatory praxis as collective healing from racism and anti-Black hate. We, three critical teacher educators, interrogate our positionalities and the experiences within and beyond schooling that have shaped us. We recognize that our…
Descriptors: Racial Bias, Multicultural Education, Teacher Education Programs, Humanization
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Baliram, Nalline; Koetje, Kirsten; Huff, Emily – AILACTE Journal, 2021
During the COVID-19 emergency pivot to virtual learning environments, the researchers sought to understand mentors' and teacher candidates' experiences in K-12 schools so that they could offer improved training and support. We surveyed 60 mentor teachers' and 92 teacher candidates' perceptions of preparedness for a virtual learning environment…
Descriptors: Elementary Secondary Education, Preservice Teachers, COVID-19, Pandemics
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Ralston, Nicole; Blakely, Rachel – AILACTE Journal, 2021
The COVID-19 pandemic flipped the education world on its head, affecting teachers learning how to teach online, as well as students trying to learn in a virtual world. But there is a small group of candidates in higher education who had to balance both worlds: student teachers. This qualitative case study recounts the experiences of seven…
Descriptors: Student Teachers, Student Teaching, COVID-19, Pandemics
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Shedrow, Stephanie – AILACTE Journal, 2021
Abrupt changes to teaching and learning because of the COVID-19 pandemic pushed teacher educators to incorporate new technologies and pedagogies while teaching unfamiliar course designs (i.e., online, blended, flipped, hybrid, HyFlex). This study examined elementary teacher candidates' experiences with tech tools in college courses and the tools…
Descriptors: Learner Engagement, Technology Uses in Education, COVID-19, Pandemics
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Rupenthal, Michelle; Furuness, Shelly – AILACTE Journal, 2020
This paper explores how a teacher preparation program in a liberal arts institution built upon the foundations of dialogic, relational pedagogy utilizes strong alumni connections to improve teacher education curriculum and support preservice, inservice, and teacher educators as they work to teach against the grain. Best visualized as an infinity…
Descriptors: Teacher Education Programs, Mentors, Socialization, Elementary Secondary Education
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Peacock, Amber R. – AILACTE Journal, 2020
A theoretical framework is introduced that articulates the complex nature of what liberal arts teacher educators do, what teacher candidates learn, and the enduring tension inherent in that work. The researcher surveyed liberal arts teacher educators (n = 64) regarding beliefs about seven enduring tensions in education-content…
Descriptors: Liberal Arts, Preservice Teacher Education, Pedagogical Content Knowledge, Theory Practice Relationship
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Shultz, Ronald M. – AILACTE Journal, 2020
This article explores the experiences of seven elementary teacher candidates and their participation in varied field experiences during the last year of their teacher preparation program in response to the question: In what ways does a one-on-one tutoring practicum with an English Learner (EL) and a semester-long student teaching experience in a…
Descriptors: Preservice Teachers, Student Attitudes, Tutoring, Practicums
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Gunpinar, Yasemin; Mackin, R. Kevin – AILACTE Journal, 2020
The purpose of this study was to identify common areas of strength and weakness in teacher preparation programs based on the perceptions of teacher candidates and novice teachers from 14 higher education institutions across three states. The areas investigated included perspectives on teacher preparation related to "Instructional…
Descriptors: Preservice Teachers, Student Attitudes, Program Effectiveness, Teacher Education Programs
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Davis, Kathryn; Walsh, Pamela D.; Armstrong, Abbigail; Glover, Crystal; Ming, Kavin – AILACTE Journal, 2019
The edTPA Teacher Performance Assessment was recently implemented at a regional public university to replace the previous paper-and-pencil evaluation of candidates' teaching effectiveness. To determine the teacher educators' professional beliefs toward using the edTPA as an assessment of readiness to teach, semi-structured interviews were…
Descriptors: Beliefs, Preservice Teachers, Performance Based Assessment, Teacher Educators
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Strater, Kate E.; Elfers, Erin M. – AILACTE Journal, 2019
Obstacles encountered by young adults with intellectual disability (ID) during the transition from high school to post-school employment have great potential to limit an individual's opportunity and/or capacity for self-determination with regard to employment. This qualitative study examines the challenges to self-determination experienced by a…
Descriptors: Young Adults, Intellectual Disability, Self Determination, Internship Programs
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