NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Journal of Teacher Education137
Audience
Teachers8
What Works Clearinghouse Rating
Showing 1 to 15 of 137 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Krieg, John M.; Goldhaber, Dan; Theobald, Roddy – Journal of Teacher Education, 2020
We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with…
Descriptors: Preservice Teacher Education, Preservice Teachers, Student Teaching, Cooperating Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Solano-Campos, Ana; Hopkins, Megan; Quaynor, Laura – Journal of Teacher Education, 2020
This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically…
Descriptors: Preservice Teacher Education, Preservice Teachers, Multilingualism, Student Diversity
Peer reviewed Peer reviewed
Direct linkDirect link
Bacon, Chris K. – Journal of Teacher Education, 2020
Teacher education has redoubled efforts to prepare a predominantly monolingual teaching force for linguistic diversity in U.S. schools. Some jurisdictions are requiring specific teacher preparation, such as mandated Sheltered English Immersion (SEI) endorsement in Massachusetts, the context of this study. Previous research has explored the…
Descriptors: Monolingualism, Ideology, Preservice Teachers, Beginning Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Coogle, Christan Grygas; Ottley, Jennifer R.; Storie, Sloan; Rahn, Naomi L.; Kurowski-Burt, Amy – Journal of Teacher Education, 2020
A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers' use of embedded learning opportunities, an evidence-based practice in early childhood special education, as well as focus children's expressive communication and responses to preservice teachers'…
Descriptors: Feedback (Response), Performance Based Assessment, Preservice Teachers, Early Childhood Education
Peer reviewed Peer reviewed
Direct linkDirect link
Roegman, Rachel; Kolman, Joni – Journal of Teacher Education, 2020
In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, we argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary Secondary Education, Mentors
Peer reviewed Peer reviewed
Direct linkDirect link
Canipe, Martha M.; Gunckel, Kristin L. – Journal of Teacher Education, 2020
The mentor-preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor-preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the…
Descriptors: Mentors, Preservice Teachers, Preservice Teacher Education, Cooperating Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Burroughs, Greer; Lewis, Amy; Battey, Dan; Curran, Mary; Hyland, Nora E.; Ryan, Sharon – Journal of Teacher Education, 2020
An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from…
Descriptors: Partnerships in Education, College School Cooperation, Elementary Secondary Education, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Cohen, Julie; Hutt, Ethan; Berlin, Rebekah L.; Mathews, Hannah M.; McGraw, Jillian P.; Gottlieb, Jessica – Journal of Teacher Education, 2020
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation…
Descriptors: Professional Identity, Preservice Teachers, Performance Based Assessment, Teacher Educators
Peer reviewed Peer reviewed
Direct linkDirect link
Cohen, Julie; Berlin, Rebekah – Journal of Teacher Education, 2020
Teacher education research is in still in the process of developing a robust set of tools that can measure the key features of coursework and fieldwork. This article focuses on the design of measures of "opportunities to learn" (OTLs) in content method courses that can be used across large populations of candidates at diverse preparation…
Descriptors: Teacher Education Programs, Methods Courses, Educational Opportunities, Preservice Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Nagro, Sarah A. – Journal of Teacher Education, 2020
A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others…
Descriptors: Reflection, Video Technology, Preservice Teachers, Teaching Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Gorski, Paul C.; Dalton, Kelly – Journal of Teacher Education, 2020
Multicultural and social justice teacher education (MSJTE) scholars often have argued the importance of critical reflection in the cultivation of equity and social justice minded educators. In this critical content analysis study, we used existing conceptualizations of critical reflection to analyze reflection assignments from MSJTE courses in…
Descriptors: Multicultural Education, Social Justice, Preservice Teachers, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Martell, Christopher C. – Journal of Teacher Education, 2020
While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three…
Descriptors: Active Learning, Inquiry, History Instruction, Barriers
Peer reviewed Peer reviewed
Direct linkDirect link
Shim, Jenna Min – Journal of Teacher Education, 2020
The author reports the findings from a yearlong antiracist project involving three White male preservice teachers in a Midwestern rural U.S. state. Drawing on second-wave White teacher identity literature and Emotional Tools of Whiteness, the project focuses on collaborative critical self-reflection to explore the participants' individual…
Descriptors: Preservice Teachers, White Students, Males, Racial Bias
Peer reviewed Peer reviewed
Direct linkDirect link
Anthony-Stevens, Vanessa; Langford, Stephanie – Journal of Teacher Education, 2020
This article examined preservice teachers discourse models of diversity in a rural context. We explored the perceptions of diversity among preservice teachers at a rural university as they were asked to problematize simplistic notions of rurality in a semester-long diversity course titled "Teaching Culturally Diverse Learners" in teacher…
Descriptors: Rural Schools, Preservice Teachers, Preservice Teacher Education, Diversity
Peer reviewed Peer reviewed
Direct linkDirect link
Bristol, Travis J.; Goings, Ramon B. – Journal of Teacher Education, 2019
This article uses a phenomenological approach to explore the organizational dynamic of boundary heightening for 27 Black male teachers, across 14 schools, in one urban school district. Black male teachers described being perceived by their colleagues as either incompetent or overqualified to teach their subject matter. These experiences created…
Descriptors: African American Teachers, Males, Teaching Experience, Teacher Education Programs
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10