Many teacher preparation programs have a commitment to preparing teachers who teach equitably. However, current research shows that many teachers struggle to move beyond theoretical understandings into practical enactments once they enter inhospitable teaching contexts. This case study examines the effect of co-creating a conceptual framework of…

In response to national and state trends promoting inquiry-based social studies over the last decade, social studies teacher educators at the University of Kentucky revamped their pre-service program to create alignment around the key inquiry concepts of questions, tasks, and sources. Part of the program revision involved the creation of a new…

To promote inclusive practices in science, technology, engineering, and mathematics (STEM) classrooms, this research explores teacher candidates' (TCs') views and understandings of differentiated instruction (DI). The article addresses the following research questions: (1) What are intermediate-senior STEM TCs' initial views and understandings of…

Research on practice-based teacher education [PBTE], such as rehearsals or teaching simulations, assumes that preservice teachers [PSTs] prefer such practical approaches in comparison to more theoretical work. Few studies test this assumption or incorporate PSTs voices and perspectives on PBTE approaches. This study draws on survey data and…

To enhance teachers' preparedness to support the growing number of multilingual learners, teacher educators need to engage inservice teachers working across K-12 settings in continued professional learning. In this study, we described a teacher education program designed for inservice teachers who were from diverse backgrounds and worked in a…

Teacher preparation programs are being called to comprehensively engage preservice teachers (PSTs) in expansive learning about equity issues beyond one "diversity" course or superficial approach. Our interdisciplinary faculty collaborative within a Midwestern predominantly-white institution met this call by implementing a Critical Social…

The University of Southern California (USC) Democracy Project responds to the inadequacies of traditional civics education, particularly its failure to engage marginalized students in meaningful democratic participation. Grounded in the theories of John Dewey and Paulo Freire, the project uses an action civics model to connect students with…

Although MAT pedagogy-only programs provide opportunities for career changers and college graduates with an expedited pathway into a teaching career while working and attending graduate school, there are concerns regarding whether these teachers possess strong subject matter knowledge. The purpose of this study is to examine MAT pedagogy-only…

Pedagogical content knowledge (PCK) has framed teacher education for decades, despite the difficulty of demonstrating that teacher preparation effectively develops PCK. Social studies educators have been especially wary of PCK, but their critiques have primarily challenged what knowledge is valued rather than its model of how teachers learn. This…

Increased teacher attrition has gained attention globally. Stories of teachers who leave chronicle how the accountability climate diminishes teachers' agency and removes the moral rewards that bring teachers to their profession. Veteran teachers' stories deepen and broaden our understanding of how teachers express moral dispositions when they…

This manuscript combines two pilot studies to understand teachers' and immigrant parents' perspectives on K-12 students' schooling experiences during the COVID-19 pandemic. Interviews were collected as the data sources in both studies. The socio-ecological theory is utilized to analyze the data. Participants included two teachers and two Chinese…

We sought to understand how both scholars and practitioners conceptualized formative assessment. First, we conducted an umbrella review of scholar's definitions of formative assessment, as a proxy to understand how formative assessment is presented to preservice teachers in coursework. Then we engaged in an inquiry community with three…

This predictive correlational study examined to what extent, if at all, programmatic factors (i.e., course completion, classification, and program of study) predict preservice teachers' culturally responsive teaching outcome expectations (CRTOE). A survey was distributed to preservice teachers (n = 249) enrolled in a college of education at a…

Traditionally teachers have experienced higher rates of stress, burnout and attrition than most other professions. In the midst of a teacher shortage and child mental health crisis, teacher preparation programs must look at new, proactive ways to prepare teachers to meet the increasing demands of the profession. Teacher training programs have the…

This qualitative study used BlackCrit theory to elucidate how white supremacist thinking plays out in Black teachers' perceptions of and practices with students with chronic disciplinary patterns. Black teachers' perceptions of Black students are critical to understand because Black students experience disciplinary actions, classroom push-outs,…