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Showing 1 to 15 of 39 results Save | Export
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Lonnie M. Cochran; Megan Parker Peters – AILACTE Journal, 2023
This multiple methods study examined the impact of brief, intentional instruction in the areas of mindfulness and social and emotional learning (SEL) on teacher self-efficacy, teacher mindfulness, and the use of mindfulness practices. The SEL content and strategies were taught to pre-service educators during their student teaching seminars.…
Descriptors: Preservice Teachers, Social Emotional Learning, Self Efficacy, Metacognition
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Thomas, Kevin M.; Wheeler, Winn Crenshaw – AILACTE Journal, 2022
This qualitative case study examined a cross-curricular collaboration between two-methods instructors using digital storytelling to engage pre-service teachers in developing writing pedagogies through the curriculum integration and authentic application of the practice of writing and technology. Pre-service teachers learned about writing…
Descriptors: Story Telling, Educational Technology, Writing Instruction, COVID-19
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Valtierra, Kristina M. – AILACTE Journal, 2022
This article shares innovative practices from a workshop series called Teach and Thrive Learning Circles (TTLCs) offered to pre-service and recent graduates from the Master of Arts in Teaching (MAT) program at Colorado College (CC). TTLCs aim to proactively prime pre-service and early career teachers to navigate the pressures that can contribute…
Descriptors: Beginning Teachers, Masters Programs, Teacher Education Programs, Workshops
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Young, Tiffany T.; Pettit, Trina; Kalbach, Linda M.; Diercks, Rod; Vargason, Lisa McClurkin – AILACTE Journal, 2022
As teacher shortages increase across the United States, educator preparation programs are tasked with preparing a new generation of teachers equipped to succeed in an increasingly challenging landscape. Along with ensuring that candidates develop deep content knowledge and effective pedagogical skills, national accreditation bodies also require…
Descriptors: Preservice Teachers, Professional Identity, Personality, Student Development
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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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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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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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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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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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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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Thomas, Kevin M.; Dinkins, Elizabeth; Hazelwood, Imari – AILACTE Journal, 2018
This qualitative study examined the perspectives and experiences of ten Black students at a predominantly White institution in order to understand if they were recipients of microaggressions, what impact microaggressions had on them, and how they coped with the microaggressions. Findings indicate that all but one of the participants experienced…
Descriptors: Racial Bias, Preservice Teachers, Preservice Teacher Education, African American Students
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Smith, Rebecca; Ralston, Nicole; Waggoner, Jacqueline – AILACTE Journal, 2018
This qualitative case study examines the impact of a workshop on culturally responsive teaching on preservice elementary teacher candidates' ability to conceptualize and apply culturally responsive instruction. The "Rethinking Columbus" workshop teaches students to read critically as text detectives, asking questions such as, "Whose…
Descriptors: Culturally Relevant Education, Workshops, Preservice Teachers, Elementary Education
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Dinkins, Elizabeth; Thomas, Kevin – AILACTE Journal, 2016
This qualitative study examined the perspectives and experiences of ten African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates' decision to complete or leave the program: the role…
Descriptors: African American Students, African American Teachers, Whites, Racial Differences
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