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Kelly-Jackson, Charlease; Delacruz, Stacy – Action in Teacher Education, 2014
This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach science…
Descriptors: Science Instruction, Preservice Teachers, Visual Literacy, Elementary School Students
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Mein, Erika; Esquinca, Alberto – Action in Teacher Education, 2014
In this study, the authors examine the language practices of first- and second-year college students as they build disciplinary literacies within a cocurricular engineering leadership program. Conducted by two teacher educators and literacy/biliteracy researchers situated in the highly diverse U.S.-Mexico borderlands, the study examines the role…
Descriptors: Bilingualism, Bilingual Students, Engineering, Engineering Education
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Daniel, Shannon; Peercy, Megan Madigan – Action in Teacher Education, 2014
Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators' efforts and…
Descriptors: Teacher Education, English Language Learners, Teacher Educators, Teacher Role
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Heineke, Amy J. – Action in Teacher Education, 2014
The author describes how culturally relevant children's literature allowed teachers and teacher candidates to explore the lived realities of diverse students. Through the author's qualitative investigation of 23 literature discussions of undergraduate and graduate students across five academic semesters, the author found that texts written by…
Descriptors: Culturally Relevant Education, Teacher Education, Childrens Literature, Qualitative Research
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Zimmerman, Belinda S.; Morgan, Denise N.; Kidder-Brown, Melanie K. – Action in Teacher Education, 2014
This study examined a writing methods course for early childhood preservice teachers (PSTs). Addressing the concerns for the teaching of writing, the course sought to engage PSTs in learning designed to create cognitive shifts concerning their perceptions about writing. The goal of the study was to analyze how a writing methods course mediated…
Descriptors: Teacher Education, Methods Courses, Writing Instruction, Preservice Teachers
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Ogan-Bekiroglu, Feral – Action in Teacher Education, 2014
Although proponents support portfolios' value to enhance the reflective thinking of novice teachers and imply that such thinking improves teachers' practice, few studies have confirmed these assertions by directly measuring in-depth reflection or describing conditions that develop it. In this study, reflective thinking in preservice teachers'…
Descriptors: Preservice Teachers, Portfolios (Background Materials), Teacher Attitudes, Reflection
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Arreguín-Anderson, María Guadalupe; Garza, Esther V. – Action in Teacher Education, 2014
In this study, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of…
Descriptors: Environmental Education, Bilingual Teachers, Preservice Teachers, Student Attitudes
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Leonard, Jacqueline; Moore, Cara M. – Action in Teacher Education, 2014
Some mathematics educators assert that P-12 students respond better to mathematics when it is taught for cultural relevance and social justice. Providing teachers with examples of how to use culturally relevant pedagogy and social justice pedagogy (SJP) is critical to enacting these strategies in mathematics classrooms. The results of this…
Descriptors: Social Justice, Mathematics Instruction, Teaching Methods, Culturally Relevant Education
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Dangel, Julie Rainer; Tanguay, Carla – Action in Teacher Education, 2014
Professional development that scaffolds and supports supervisors is critical for quality field experiences and is our responsibility as teacher educators. The literature supports this statement and two ideas that conceptually frame our work: (1) quality field experiences are a critical component of preservice programs and (2) training and support…
Descriptors: Supervisors, Faculty Development, Teacher Educators, Field Experience Programs
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Soslau, Elizabeth; Lewis, Kandia – Action in Teacher Education, 2014
For accreditation and programmatic decision making, education school administrators use inter-rater reliability analyses to judge credibility of student-teacher assessments. Although weak levels of agreement between university-appointed supervisors and cooperating teachers are usually interpreted to indicate that the process is not being…
Descriptors: Interrater Reliability, Accreditation (Institutions), Student Teacher Evaluation, Focus Groups
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Caudle, Lori A.; Moran, Mary Jane; Hobbs, Melody K. – Action in Teacher Education, 2014
In this article, the authors use an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader,…
Descriptors: Communities of Practice, Early Childhood Education, Teacher Education, Teacher Leadership
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Stolle, Elizabeth Petroelje; Frambaugh-Kritzer, Charlotte – Action in Teacher Education, 2014
Recently, interdisciplinary instruction has come back to the educational scene, specifically supported through the Common Core State Standards. As teacher educators and former middle-level teachers, the authors see this as a positive move to enhance learning for adolescents. This qualitative study sought to answer: How do secondary preservice and…
Descriptors: Preservice Teachers, Secondary School Teachers, Interdisciplinary Approach, Literacy Education
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Lloyd, Mary Elizabeth Riley – Action in Teacher Education, 2013
This article reveals the findings of a 3-year, qualitative study that began by identifying the pedagogical practices and conceptions of teaching and learning espoused or modeled within a reputable teacher-preparation program. The study examined the transfer of these practices and conceptions into in-service settings. Findings indicated that…
Descriptors: Preservice Teacher Education, Teaching Methods, Teacher Attitudes, Teacher Education Programs
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Dover, Alison G. – Action in Teacher Education, 2013
Teaching for social justice is an increasingly popular emphasis among P-12 teachers and teacher educators alike. However, research suggests teachers, and especially beginning teachers, struggle to enact their social justice visions when faced with the myriad of mandates characteristic of today's classrooms. In this article the author examines how…
Descriptors: Teaching (Occupation), Beginning Teachers, Secondary School Teachers, English Instruction
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Cooper, Sandi; Nesmith, Suzanne – Action in Teacher Education, 2013
Although the importance of field experience is supported and attended to by teacher education programs across the United States, there have been numerous national reports and research findings stressing the need for major improvements in the preparation of teachers with an emphasis on more authentic experiences. Quality field experiences have the…
Descriptors: Teacher Education, Field Experience Programs, Preservice Teachers, Student Attitudes
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