Preservice teachers need opportunities in teacher education courses to explore arts-based interdisciplinary learning that can inspire connections between communities of practice and allow learners to integrate concepts and imagine creative possibilities. This study reports on preservice teachers engaged in a workshop on arts-based…

The present article analyzes two critical frameworks within teacher education and how they construct preservice teachers and their learning within teacher education. These frameworks of 'Apprenticeship of Observation' (AoO) and 'Ambitious Practice' (AP) present opposing narratives about preservice teachers. While AoO directs our attention to…

This mixed-methods study sought to examine teacher education candidates' practice-based field experiences and relationships with a Historically Black College and University (HBCU) and an urban P-12 school. As informed by the Networked Improvement Community (NIC) and Plan-Do-Study-Act (PDSA) conceptual frameworks, the three phases of data…

Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education. The present article represents part of a larger qualitative meta-synthesis, the purpose of which was to explore the influence of the interpersonal dynamics of the supervisory triad--comprised of the pre-service teacher…

This qualitative /quantitative investigation highlights the analysis of preservice teachers' responses to an end of semester writing prompt in a diversity course requiring them to identify an unearned privilege that they may have benefitted from. Data were analyzed using qualitative as well as quantitative methodologies. Qualitative analysis…

In this study, two teacher educators, one special education faculty and one mathematics education faculty, examined ways to infuse educational theory into their practice to develop preservice teachers' ability to meet the demands of the 21st century classroom. The study took place at an urban university in the southeastern United States where the…

In this paper, we--one mathematics teacher educator and one social studies teacher educator--describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. Using a self-study approach, we examined our teaching and our students' learning with regards to teaching…

This research study sought to determine the impact from participation in a practicum field experience on teacher candidates' perceived professional dispositions for effective teaching. A further intent was to describe what teacher candidates perceived to be the necessary professional dispositions for effective teaching as they reflected on their…

As students prepare to enter college and the workforce, there has been a demand for them to be more independent, critical thinkers, innovative designers, and thoughtful collaborators. This preliminary study describes how a Professional Development School (PDS) partnership, between a middle school and a university, provides a more authentic…

This reflection on practice discusses action research involving two pedagogical tools, identity boxes and culture quilts, which utilize the praxis of culturally responsive pedagogy. These tools were used to build classroom community and help students examine how their lives and education reflected "cultural themes of the society, personal…

This study provided a springboard for teacher preparation evaluation studies by examining what content and pedagogical content knowledge mathematics pre-service teachers demonstrated in the 4-8 mathematics teacher preparation program at an urban research university. Twenty nine pre-service students participated in an assessment called Diagnostic…