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Berliner, David C. – Action in Teacher Education, 2020
I slowly developed the belief that sharing much of educational research with novice teachers was an error. To me, novice teachers appeared to have too little experience to adopt and adapt research to particular school sites and classrooms. I urge, therefore, that more of an apprenticeship in classroom life, and greater understanding of the…
Descriptors: Teacher Education Programs, Program Design, Educational Methods, Teacher Educators
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Zeichner, Ken – Action in Teacher Education, 2020
This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public…
Descriptors: Professionalism, Democratic Values, Indigenous Knowledge, Power Structure
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Goodwin, A. Lin – Action in Teacher Education, 2020
Globalization is undoubtedly affecting every aspect of our lives. The reach and the reality of globalization means that what happens "there" to "them" now affects what happens "here" to "us." The destinies of billions of people around the planet have become inextricably tied, connected by multiple networks,…
Descriptors: Global Approach, Social Networks, Teacher Education, Teaching Methods
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Cochran-Smith, Marilyn – Action in Teacher Education, 2020
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…
Descriptors: Preservice Teacher Education, Social Justice, Equal Education, Advocacy
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Darling-Hammond, Linda – Action in Teacher Education, 2020
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…
Descriptors: Accountability, Teacher Education Programs, Educational Quality, Preservice Teacher Education
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Brito, Efrain; Ball, Arnetha F. – Action in Teacher Education, 2020
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…
Descriptors: Educational Change, Change Strategies, Transformative Learning, Student Diversity
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McCarthy, Jane – Action in Teacher Education, 2020
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…
Descriptors: Teacher Associations, Presidents, Teacher Education, Educational Quality
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Ahmed, Kathryn Struthers – Action in Teacher Education, 2020
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…
Descriptors: Literacy Education, Social Justice, Cooperating Teachers, Disadvantaged Schools
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Delamarter, Jeremy; Wiederholt, Katie – Action in Teacher Education, 2020
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…
Descriptors: Preservice Teachers, Expectation, Student Attitudes, Outcomes of Education
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Bahçivan, Eralp; Aydin, Yasin – Action in Teacher Education, 2020
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…
Descriptors: Preservice Teachers, Science Teachers, Beliefs, Student Experience
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Mikulec, Erin; Hamann, Kira – Action in Teacher Education, 2020
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…
Descriptors: Preservice Teachers, Secondary School Teachers, Behavior Modification, Classroom Techniques
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Wexler, Lindsay Joseph – Action in Teacher Education, 2020
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…
Descriptors: Mentors, Cooperating Teachers, Feedback (Response), Beginning Teachers
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Smetana, Lara K.; Sanei, Jenna Carlson; Heineke, Amy Jennifer – Action in Teacher Education, 2020
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…
Descriptors: Preservice Teachers, Science Teachers, Pedagogical Content Knowledge, Student Teaching
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Dodman, Stephanie L.; DeMulder, Elizabeth K.; View, Jenice L.; Swalwell, Katy; Stribling, Stacia; Ra, Sophia; Dallman, Laura – Action in Teacher Education, 2019
As schools and teachers utilize data-driven decision-making processes to identify and remediate struggling students, systemic conditions that contribute to students' learning opportunities are often ignored. This longitudinal mixed-methods study examines the use of an equity audit as a critical data-driven decision-making tool in a graduate course…
Descriptors: Audits (Verification), Equal Education, Data, Decision Making
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Auslander, Susan Swars; Hart, Lynn C.; Carothers, Jody; Jacobs, Tiffany; Chestnutt, Cliff – Action in Teacher Education, 2019
This project reviewed the state of the research drawing from articles published from 1990 to 2014 (25 years) with elementary prospective teachers (EPTs) as participants, who were completing university courses focused on mathematics content. Twenty-four studies met the inclusion criteria for the review. Of these studies, 11 examined noncognitive…
Descriptors: Mathematics Instruction, Course Content, Preservice Teachers, Elementary School Mathematics
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