NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Journal of Teacher Education239
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 239 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Anderson, Kenneth Alonzo – Journal of Teacher Education, 2020
In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard…
Descriptors: Racial Differences, Teacher Characteristics, Predictor Variables, Teacher Certification
Peer reviewed Peer reviewed
Direct linkDirect link
Myers, Kayla D.; Swars Auslander, Susan; Smith, Stephanie Z.; Smith, Marvin E.; Fuentes, Debra S. – Journal of Teacher Education, 2020
This mixed-methods study explored the pedagogical practices of Prospective Elementary Mathematics Specialists (PEMSs) as they completed a university K-5 Mathematics Endorsement program. Participants were 13 elementary teachers at an urban, high-needs charter school. Data were collected via individual interviews, written reflections on enacted…
Descriptors: Teaching Methods, Elementary School Mathematics, Elementary School Teachers, Mathematics Instruction
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
Voss, Thamar; Kunter, Mareike – Journal of Teacher Education, 2020
Beginning teachers often feel disillusioned and stressed during their first years of teaching. In the present study, we investigated changes in teacher candidates' constructivist beliefs and emotional exhaustion. We assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the…
Descriptors: Beginning Teachers, Psychological Patterns, Constructivism (Learning), Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Jayusi, Wurud; Bekerman, Zvi – Journal of Teacher Education, 2020
The goal of this study is to gain a better understanding of the experiences of Palestinian-Israeli minority teachers when teaching at majority state Hebrew secular schools in Israel. Specifically, the objective is to describe and analyze the role of the teachers' work-related experiences in shaping their sense of self-efficacy, job satisfaction,…
Descriptors: Arabs, Jews, Acculturation, Minority Groups
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
Straubhaar, Rolf – Journal of Teacher Education, 2020
The last several decades have seen significant growth among private options in alternative teacher education and certification. In this article, I draw on two parallel ethnographic studies of the experiences of participants in variants of one particular alternative teacher education model, developed by Teach For America in the United States and…
Descriptors: Comparative Education, Ethnography, Alternative Teacher Certification, Teacher Education Programs
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
Peer reviewed Peer reviewed
Direct linkDirect link
Prenger, Rilana; Poortman, Cindy L.; Handelzalts, Adam – Journal of Teacher Education, 2019
Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However,…
Descriptors: Communities of Practice, Teacher Collaboration, Program Effectiveness, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Stanulis, Randi N.; Wexler, Lindsay J.; Pylman, Stacey; Guenther, Amy; Farver, Scott; Ward, Amy; Croel-Perrien, Amy; White, Kristen – Journal of Teacher Education, 2019
Traditionally, classroom teachers have been asked to "cooperate" during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative…
Descriptors: Mentors, Cooperating Teachers, Teacher Attitudes, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Riley, Tasha – Journal of Teacher Education, 2019
Although Indigenous and non-Indigenous teachers, administrators, and educational policy makers have made efforts to improve Indigenous educational outcomes, slow progress limits the opportunities available to Indigenous learners and perpetuates social and economic disadvantage. Prior Canadian studies demonstrate that some teachers attribute low…
Descriptors: Foreign Countries, Teacher Student Relationship, Decision Making, Student Placement
Peer reviewed Peer reviewed
Direct linkDirect link
Silver, Rita Elaine; Kogut, Galyna; Huynh, Thi Canh Dien – Journal of Teacher Education, 2019
Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation.…
Descriptors: Educational Strategies, Educational Innovation, Faculty Development, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Kimmel, Sue C.; Hartsfield, Danielle E. – Journal of Teacher Education, 2019
Preemptive censorship occurs when educators avoid particular books because they dislike the ideas or values the books contain or fear the controversy the books may evoke. Although not as blatant as other forms of censorship, preemptive censorship has the unfortunate consequence of restricting children's access to ideas and information. Moreover,…
Descriptors: Censorship, Controversial Issues (Course Content), Reading Material Selection, Childrens Literature
Peer reviewed Peer reviewed
Direct linkDirect link
Becher, Ayelet; Orland-Barak, Lily – Journal of Teacher Education, 2018
This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors' work influence their approaches to subject matter mentoring.…
Descriptors: Mentors, Art Education, Art Teachers, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Bastian, Kevin C.; Patterson, Kristina M.; Pan, Yi – Journal of Teacher Education, 2018
States are incorporating evaluation ratings into new, multioutcome teacher preparation program (TPP) evaluation systems, yet little is known about the relationships between TPPs and the evaluation ratings of program graduates. To address this gap, we use teachers' ratings on the North Carolina Educator Evaluation System to determine whether TPPs…
Descriptors: Teacher Education Programs, Program Evaluation, Teacher Attitudes, Teacher Evaluation
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  16