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Examining Preservice Teachers' Perceptions of Planning for Culturally Relevant Disciplinary Literacy
Colwell, Jamie; Gregory, Kristen; Taylor, Valerie – Journal of Teacher Education, 2021
This qualitative multiple case study examined four preservice teachers' planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a…
Descriptors: Culturally Relevant Education, Case Studies, Preservice Teachers, Literacy Education
Heineke, Amy J.; Giatsou, Elina – Journal of Teacher Education, 2020
Today's schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of…
Descriptors: Bilingualism, Preservice Teacher Education, Field Experience Programs, Program Descriptions
Scales, Roya Q.; Wolsey, Thomas DeVere; Lenski, Susan; Smetana, Linda; Yoder, Karen K.; Dobler, Elizabeth; Grisham, Dana L.; Young, Janet R. – Journal of Teacher Education, 2018
This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers' observational notes, and school and…
Descriptors: Beginning Teachers, Teacher Attitudes, Teacher Education Programs, Evaluative Thinking
Jenset, Inga Staal; Klette, Kirsti; Hammerness, Karen – Journal of Teacher Education, 2018
Worldwide, teacher educators and policy makers have called for teacher preparation that is more deeply linked to practice. Yet we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice, during university…
Descriptors: Teacher Education Programs, Foreign Countries, Preservice Teachers, Preservice Teacher Education
Zygmunt, Eva; Cipollone, Kristin; Tancock, Susan; Clausen, Jon; Clark, Patricia; Mucherah, Winnie – Journal of Teacher Education, 2018
Although there has been significant research examining the practice of culturally responsive teaching, little empirical work to date has examined the role that community-engaged, teacher preparation models play in shaping prospective teachers' orientation toward cultural responsiveness. This study of 60 preservice teacher candidates enrolled in a…
Descriptors: Mentors, Preservice Teachers, Transformative Learning, Community Involvement
Gaines, Rachel; Choi, Eunjeong; Williams, Kyle; Park, J. Hannah; Schallert, Diane L.; Matar, Lina – Journal of Teacher Education, 2018
We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined…
Descriptors: Preservice Teachers, Preservice Teacher Education, Online Courses, Bilingual Teachers
Kang, Hosun – Journal of Teacher Education, 2017
This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs' trajectories of participation in communities of practice are examined with a focus on…
Descriptors: Preservice Teachers, Secondary School Teachers, Secondary School Science, Student Teaching
Conklin, Hilary G.; Hughes, Hilary E. – Journal of Teacher Education, 2016
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an…
Descriptors: Qualitative Research, Case Studies, Teacher Educators, Teacher Education
Lees, Anna – Journal of Teacher Education, 2016
This qualitative case study explored a community-university partnership for teacher preparation with an urban Indigenous community organization. The study examined the roles of Indigenous community partners as co-teacher educators working to better prepare teachers for the needs of urban Indigenous children and communities. The author collected…
Descriptors: Case Studies, Qualitative Research, School Community Programs, Teacher Education Programs
Sharkey, Judy; Clavijo Olarte, Amparo; Ramírez, Luz Maribel – Journal of Teacher Education, 2016
Here we share findings from a 9-month qualitative case study involving a school-university professional development inquiry into how teachers develop, implement, and interpret community-based pedagogies (CBPs), an asset-based approach to curriculum that acknowledges mandated standards but begins with recognizing and valuing local knowledge. After…
Descriptors: Teaching Methods, Standards, Faculty Development, Foreign Countries
Henry, Alastair – Journal of Teacher Education, 2016
Currently, the inner dynamics of teacher identity transformations remain a "black box." Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of "being someone who teaches" in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes…
Descriptors: Professional Identity, Mentors, Preservice Teachers, Practicums
Bieda, Kristen N.; Sela, Hagit; Chazan, Daniel – Journal of Teacher Education, 2015
Against the backdrop of mentor teachers' reasoning about practice, we seek to understand shifts in intern teachers' reasoning about practice during a year in which they take their final methods course in the fall and then do intern teaching in the spring. The data we analyze consist of intern and mentor teacher study group discussions of repeated…
Descriptors: Teacher Education, Mathematics Instruction, Mentors, Thinking Skills
Martin, W. Gary; Gobstein, Howard – Journal of Teacher Education, 2015
The Mathematics Teacher Education Partnership (MTE-Partnership) was formed to address the undersupply of new secondary mathematics teachers who are well prepared to help their students attain the goals of the Common Core State Standards and other college- and career-ready standards. This national consortium of more than 90 universities and 100…
Descriptors: Partnerships in Education, Preservice Teacher Education, Mathematics Teachers, Secondary Education
Heineke, Amy J.; Ryan, Ann Marie; Tocci, Charles – Journal of Teacher Education, 2015
Within the current federal, state, and local contexts of educational reform, teachers must be recognized as central actors in policy work, but rarely do we explicitly consider preparing teachers to become policy actors. Understanding these implications for teacher education, we investigate teacher candidates' learning of the complexity and…
Descriptors: Educational Policy, Teacher Education, Teacher Education Programs, Preservice Teachers
Strom, Kathryn J. – Journal of Teacher Education, 2015
Recent accountability policies seek to "grade" teacher preparation programs by the teaching evaluations of their graduates. This article addresses the problematic nature of the linear thinking underlying such reforms by examining the construction of teaching practices of Mauro, a first-year secondary science teacher who taught…
Descriptors: Beginning Teachers, Secondary School Teachers, Science Teachers, Grounded Theory
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