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Jill G. Ordynans; Madhu Narayanan; Devin Rice; Alexandra Vasquez; Susan Wierzbowski; Kristen Ferrari; Sky Hobbs; Tashay Pratt; Amalia Vazquez – Teacher Educator, 2024
This qualitative study investigated how critical reflection can be incorporated into collaborative professional communities to enact a process of generative transformative praxis that leads to meaningful action on the part of its community members. Across the arc of a series of six collaborative reflection groups that took place during the…
Descriptors: COVID-19, Pandemics, Teaching Experience, Self Efficacy
Wendy Gardiner; Nina F. Weisling – Teacher Educator, 2024
Mentoring "inside" the action of teaching, when students are present (e.g., co-teaching, demonstration teaching), helps new teachers understand, experience, and take up complex instructional activities. Yet, studies show that mentors largely avoid inside practices, preferring to employ outside practices that occur when students are not…
Descriptors: Mentors, Public Schools, Beginning Teachers, Poverty Areas
Odebiyi, Oluseyi Matthew – Teacher Educator, 2023
This study examines how elementary preservice teachers (PSTs) develop the capacity to design inquiry-based lessons in social studies and how this capacity changes over time. Using convergent parallel mixed methods, the findings indicate that PSTs had inherent and varied content design approaches fitting their perception of lesson design as they…
Descriptors: Preservice Teachers, Elementary School Teachers, Capacity Building, Instructional Design
Tondreau, Amy; Johnston, Kelly – Teacher Educator, 2023
In this article, we use narrative inquiry to examine one teacher's experiences of participating in an inquiry-based teacher writing group. Narrative inquiry centers teachers' stories, revealing the complexities of teaching and writing identities. We argue that, despite the "cover story" of a binary writing identity, teachers' stories…
Descriptors: Inquiry, Writing (Composition), Communities of Practice, Story Telling
Narayanan, Madhu; Ordynans, Jill G. – Teacher Educator, 2022
Teacher self-efficacy beliefs have been a topic of great interest because of their potential to positively influence teacher actions and student outcomes. This qualitatively-driven mixed methods study sought to better understand how such beliefs develop amongst the complex interplay of individuals, actions, and environments. With the challenges of…
Descriptors: Teacher Attitudes, Self Efficacy, COVID-19, Pandemics
Maloch, Beth; Mosley Wetzel, Melissa; Tily, Susan; Daly, Annie; Murdter-Atkinson, Jessica; Krafka, Christine – Teacher Educator, 2022
While mentoring partnerships between new and more experienced educators have been shown to support early career teachers and improve retention, more research is needed to provide insight into how these mentoring partnerships work. In our study, we draw on sociocultural theory to examine the work of mentors supporting 15 novice teachers serving in…
Descriptors: Mentors, Beginning Teacher Induction, Program Evaluation, Interpersonal Relationship
Chen, Shiyi; Geesa, Rachel Louise; Izci, Burcu; Song, Hyuksoon – Teacher Educator, 2022
In this study, we explored early childhood and elementary preservice teachers' science and mathematics teaching efficacy to elucidate pathways to improve teacher preparation programs. Quantitative survey and open-ended responses data were collected from 180 preservice teachers from four universities in the United States. Multilevel ANCOVA and…
Descriptors: Preservice Teachers, Mathematics Instruction, Science Instruction, Teaching Methods
Loukomies, Anni; Petersen, Nadine; Ramsaroop, Sarita; Henning, Elizabeth; Lavonen, Jari – Teacher Educator, 2022
This article reports the outcomes of research on student teachers' situational engagement during their third-year teaching practice in university-affiliated teaching schools (teacher training schools) at the universities of Helsinki, Finland and Johannesburg, South Africa. We have explored situations that possibly engage the student teachers…
Descriptors: Foreign Countries, Student Teaching, Student Teachers, College School Cooperation
Cho, Moon-Heum; Lim, Seongmi; Hwang, Hongseop – Teacher Educator, 2021
Effective teacher professional development is the key to improving primary school teachers' ability to implement learner-centered education; however, guidance on building such professional development programs for teachers in Africa that accommodates local realities and cultures has rarely appeared in the literature. Reported in this study, a…
Descriptors: Foreign Countries, Faculty Development, Elementary School Teachers, Student Centered Learning
Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences
Piccolo, Diana L.; Livers, Stefanie D.; Tipton, Sara L. – Teacher Educator, 2021
Elementary student teachers in both a yearlong and one-semester student teaching design were impacted due to the COVID-19 pandemic. This phenomenon forced the closure of placement schools and their universities, and drastically changed the roles and responsibilities of student teachers. This qualitative phenomenology study sought to capture and…
Descriptors: Educational Change, Student Teaching, COVID-19, Pandemics
Sato, Takahiro; Tsuda, Emi; McKay, Cathy; Furuta, Yu; Kajita, Kazuhiro – Teacher Educator, 2020
The purpose of this study was to investigate Japanese elementary teachers' professional development experiences in physical education in Japan. Participants were nine teachers from four public elementary schools. Data sources included semi-structured face-to-face interviews and annual physical education professional development portfolios. Three…
Descriptors: Foreign Countries, Elementary School Teachers, Physical Education, Faculty Development
Cho, Seonhee; Lee, Hea-Jin; Herner-Patnode, Leah – Teacher Educator, 2020
How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers' self-efficacy level in addressing English Learners' (ELs) cultural and linguistic needs, while…
Descriptors: Teacher Attitudes, Self Efficacy, Cultural Awareness, School Culture
Casa, Tutita M.; Cardetti, Fabiana; Gilson, Cindy – Teacher Educator, 2020
Teacher preparation programs in the US have addressed complex teaching practices, like mathematical discourse, by engaging preservice teachers in the practice of teaching. This qualitative study reports on the nature of conferences about the discourse between an elementary education preservice-inservice pair participating in a model that…
Descriptors: Teacher Education Programs, Teaching Methods, Mathematics Instruction, Preservice Teachers
Davis, Tammi R.; Bolyard, Chloé S.; Zhang, Sijia; Livers, Stefanie D.; Sydnor, Jackie; Daley, Sharon – Teacher Educator, 2019
The purpose of this cross-sectional study was to compare teacher candidates' sense of self-efficacy across institutions and at two different points within the teacher preparation program. Teacher candidate characteristics such as age and hometown were also explored in relation to reported levels of self-efficacy. Data in this study were collected…
Descriptors: Preservice Teachers, Self Efficacy, Teacher Education Programs, Student Characteristics
Callan, Gregory L.; Shim, Serena S. – Teacher Educator, 2019
The first step for teachers to be efficacious in teaching self-regulated learning (SRL) in their classroom(s) is to have clear understandings of what constitutes SRL and when to use it. This study examined how K-12 teachers (N = 128, 73% female, predominantly Caucasian) define SRL and identify students with deficient SRL by examining their…
Descriptors: Teacher Attitudes, Metacognition, Learning Strategies, Elementary School Teachers