Publication Date
In 2025 | 1 |
Since 2024 | 5 |
Since 2021 (last 5 years) | 13 |
Since 2016 (last 10 years) | 28 |
Since 2006 (last 20 years) | 54 |
Descriptor
Source
Teacher Educator | 88 |
Author
Martin, Linda E. | 3 |
Mulvihill, Thalia M. | 3 |
Kingen, Sharon | 2 |
Alarcón, Jeannette | 1 |
Alison E. Leonard | 1 |
Allen, Kathryn | 1 |
Allman, Kate R. | 1 |
Alsup, Janet | 1 |
Amorette B. Languell-Pudelka | 1 |
Amy Burns | 1 |
Amy Seely Flint | 1 |
More ▼ |
Publication Type
Education Level
Audience
Teachers | 4 |
Practitioners | 3 |
Location
New York | 3 |
Australia | 2 |
Ohio | 2 |
Canada | 1 |
Chile | 1 |
Idaho (Boise) | 1 |
India | 1 |
Indiana | 1 |
Iowa | 1 |
Kentucky | 1 |
New Jersey | 1 |
More ▼ |
Laws, Policies, & Programs
Individuals with Disabilities… | 1 |
Assessments and Surveys
National Assessment of… | 1 |
Patterns of Adaptive Learning… | 1 |
What Works Clearinghouse Rating
Ye He; Dawn Bagwell – Teacher Educator, 2025
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…
Descriptors: Experienced Teachers, Self Efficacy, Teaching Experience, Multilingualism
Daniel C. Johnson; Kristin Harney; Amorette B. Languell-Pudelka; Caroline Kanzler – Teacher Educator, 2024
Integrated arts education (IAE) promotes authentic interdisciplinary connections, linking the arts with other subjects in meaningful ways. In this intrinsic case study, we explored perspectives of teacher-educators and non-arts student-teacher interns regarding the ways pre-service K-8 classroom teachers are prepared to incorporate IAE into their…
Descriptors: Art Education, Interdisciplinary Approach, Teacher Attitudes, Teacher Educators
Tasha Tropp Laman; Amy Seely Flint; Pamela M. Jett; Tammi R. Davis – Teacher Educator, 2024
This qualitative study foregrounded four teacher educators' perceptions of teaching collaboratively at shared school sites over the span of two years. As we reconvened to reflect on our experiences both individually and collectively, we retrospectively examined the affordances and challenges from this shared experience. Our data collection was…
Descriptors: Teacher Educators, Teacher Attitudes, Teacher Collaboration, College School Cooperation
Amy Burns; Linda K. Taylor; Erica R. Hamilton; Alison E. Leonard – Teacher Educator, 2024
This collective self-study chronicles the experiences and reflections of four women teacher educators living and working during the COVID-19 pandemic. Data collected between March 2020 and December 2021 centered on the following question: what were we, as teacher educators, experiencing professionally and personally as a result of the pandemic?…
Descriptors: Teacher Educators, Teacher Attitudes, Females, COVID-19
Rebecca A. Addleman; Emily H. Waugh; Cathy J. Siebert; Susanna S. Thornhill – Teacher Educator, 2024
Ensuring teacher candidates have high-quality experiences in their clinical placements is essential for sustaining their progress as teachers, and ultimately, the teaching profession. This article explores mentor teachers' perceptions of effective university supervisors and the ways in which the mentors' perceptions of effective supervision…
Descriptors: Preservice Teacher Education, Student Teaching, Teacher Attitudes, Supervisors
Alarcón, Jeannette; Chauvot, Jennifer – Teacher Educator, 2023
Teacher educators must embody an equity-focused orientation when working with preservice teachers. The article shares insights gained from a quantitative exercise as part of a critical autoethnography project. We situate this project as professional development for two teacher education researchers. The goals were to deepen knowledge of and…
Descriptors: Teacher Education, Teacher Researchers, Educational Research, Teacher Educators
Heckathorn, Jennifer; Sharpe, Charlotte – Teacher Educator, 2023
Many teacher educators (TEs) see their role as influencing radical change in K-12 classroom teaching. And yet, many TEs might characterize their own growth as steady and measured experimentation. In this paper, we explore sudden and drastic changes to praxis that TEs experienced when reorganizing their courses and programs around Mediated Field…
Descriptors: Teacher Educators, Teacher Role, Teacher Education Programs, Educational Change
Beach, Richard – Teacher Educator, 2023
Teachers often lack adequate teacher preparation in knowledge and practices for engaging their students to address the climate crisis, suggesting the need for an increased focus on climate change in teacher education programs. This review of theory and research on preparing preservice teachers for addressing the climate crisis examines seven…
Descriptors: Climate, Self Efficacy, Case Studies, Positive Attitudes
Menna, Lydia; Dharamshi, Pooja; Kosnik, Clare – Teacher Educator, 2022
This article explores the ways in which lived experiences informed literacy teacher educators' (LTEs) pedagogies and practices of social justice. In particular, three case studies were conducted to examine why the LTEs chose to address social justice, as well as how their life experiences influenced their views and pedagogies in their literacy…
Descriptors: Teacher Educators, Social Justice, Teaching Methods, Literacy Education
Ciampa, Katia; Reisboard, Dana M.; McHenry, Nadine C. – Teacher Educator, 2022
This descriptive research study examined the quality of undergraduate coursework and the extent to which teacher educators teach culturally responsive practices to teacher candidates. Six teacher educators completed a survey, content analysis of all course syllabi in the program, and an interview. Findings highlight a mismatch between the teacher…
Descriptors: Teacher Educators, Culturally Relevant Education, Teaching Methods, Knowledge Level
Lammert, Catherine; Allen, Kathryn; Van Wig, Ann; Worthen, Brittany – Teacher Educator, 2022
Debates over the impact of preservice literacy teacher education on teachers' professional knowledge have found new life inside of contemporary disagreements over what constitutes a Science of Reading. Drawing on understandings of literacy teachers' self-efficacy as influenced over time and through experiences, we conducted two surveys to…
Descriptors: Literacy Education, Beginning Teachers, Self Efficacy, Pedagogical Content Knowledge
Martin, Linda E.; Mulvihill, Thalia M. – Teacher Educator, 2021
Dr. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. She served as president of the American Educational Research Association (AERA) in 2005-2006. Dr. Ladson-Billings has contributed widely to the development of…
Descriptors: Interviews, College Faculty, Culturally Relevant Education, Critical Theory
Martin, Linda E.; Mulvihill, Thalia M. – Teacher Educator, 2021
In this article, members of "The Teacher Educator" editorial advisory board consider the state of teacher education in today's universities through these questions: (1) What do you believe might be the lasting impact of COVID-19 on teachers and how teacher education might change? (2) What really matters for teacher educators in the wake…
Descriptors: COVID-19, Pandemics, Teacher Education Programs, Barriers
Perines, Haylen; Ion, Georgeta – Teacher Educator, 2020
Despite the benefits that research offers for the development of teaching practice, prospective teachers appear to be reluctant toward research. A variety of predictors of research use have been analyzed and the prospective teachers' conceptions of research appears as one of the most powerful one. This research aims to explore the prospective…
Descriptors: Foreign Countries, Preservice Teachers, Educational Research, Student Attitudes
Saltis, Michelle N.; Giancaterino, Brea; Pierce, Corey – Teacher Educator, 2020
The current study reports the process by which one of the largest teacher preparation institutions in the Western U.S. assesses teacher candidates' professional dispositions throughout their teacher preparation programs through the use of a survey developed by the university. The survey is completed by teacher candidates, mentor teachers, and…
Descriptors: Preservice Teachers, Graduate Students, Undergraduate Students, Student Evaluation