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Núñez-Regueiro, Fernando; Escriva-Boulley, Géraldine; Azouaghe, Soufian; Leroy, Nadia; Núñez-Regueiro, Santiago – Journal of Teacher Education, 2024
Strong evidence exists for the high vocational calling reported by candidate teachers, but also for the high rates of attrition early in the profession. Current approaches often explain this paradox by the stress associated with first teaching experiences (i.e., vocational stress processes). By contrast, the present study focuses on the stress…
Descriptors: Content Analysis, Stress Variables, Student Motivation, Preservice Teachers
McAllister, Gretchen – Journal of Teacher Education, 2023
After 20 years, the research on empathy in teacher education has grown tremendously. This concept originally explored in our article 20 years ago, raised questions regarding the type of empathy and its potential implications for preparing culturally responsive teachers. Though research on empathy has increased 3-fold, teacher educators still…
Descriptors: Teacher Education, Teacher Educators, Preservice Teachers, Student Diversity
Levine, Thomas H.; Mitoma, Glenn Tatsuya; Anagnostopoulos, Dorothea M.; Roselle, Rene – Journal of Teacher Education, 2023
Scholars have called for promoting coherence in teacher education programs. Such coherence is often depicted as a state to be achieved. This article reconceptualizes coherence as a dynamic process affected by the simultaneous organizational realities of unity, conflict, and fragmentation; it also aims to clarify factors that can facilitate or…
Descriptors: Alignment (Education), Teacher Education Programs, Program Design, College Faculty
Ferguson, Leila E.; Bråten, Ivar; Skibsted Jensen, Magne; Andreassen, Ulf Rune – Journal of Teacher Education, 2023
We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants'…
Descriptors: Foreign Countries, Student Attitudes, Preservice Teachers, Student Motivation
Watkins, Jessica; Portsmore, Merredith – Journal of Teacher Education, 2022
Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in--how teachers "frame" what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that…
Descriptors: Discussion (Teaching Technique), Video Technology, Online Courses, Engineering Education
Hsieh, Betina; Nguyen, Huong Tran – Journal of Teacher Education, 2021
In this article, the authors push back against "unnatural invisibility" and stereotypes of Asian American women by introducing a culturally informed coalitional resistance framework. Drawing from elements of Community Cultural Wealth (CCW) and AsianCrit, we use the framework to discuss the evolving microaggressions we have faced in…
Descriptors: Asian Americans, Females, Stereotypes, Racial Bias
Rabin, Colette – Journal of Teacher Education, 2020
This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and…
Descriptors: Caring, Teacher Education, Student Teaching, Mentors
Myers, Kayla D.; Swars Auslander, Susan; Smith, Stephanie Z.; Smith, Marvin E.; Fuentes, Debra S. – Journal of Teacher Education, 2020
This mixed-methods study explored the pedagogical practices of Prospective Elementary Mathematics Specialists (PEMSs) as they completed a university K-5 Mathematics Endorsement program. Participants were 13 elementary teachers at an urban, high-needs charter school. Data were collected via individual interviews, written reflections on enacted…
Descriptors: Teaching Methods, Elementary School Mathematics, Elementary School Teachers, Mathematics Instruction
Schmidt, William H.; Burroughs, Nathan A.; Houang, Richard T.; Cogan, Leland S. – Journal of Teacher Education, 2020
Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege…
Descriptors: Teacher Certification, Knowledge Level, Mathematics Teachers, Alternative Teacher Certification
Windschitl, Mark A.; Stroupe, David – Journal of Teacher Education, 2017
The foundational document of the current science standards movement--the "Framework for K-12 Science Education"--is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should…
Descriptors: Science Education, National Standards, Lesson Plans, Familiarity
Stoehr, Kathleen Jablon – Journal of Teacher Education, 2017
Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical…
Descriptors: Mathematics Instruction, Anxiety, Coping, Elementary School Teachers
Vass, Greg – Journal of Teacher Education, 2017
In Australia, schools are experiencing increasing cultural diversity, alongside of nationalizing assessment and curricular and professional standards. It is raising concerns regarding the pace of systemic reform and sector wide professional renewal. Culturally responsive schooling practices may be helpful at this time because it locates the…
Descriptors: Culturally Relevant Education, Instructional Leadership, Faculty Development, Teacher Education
Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens – Journal of Teacher Education, 2016
We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Knowledge Base for Teaching, Teacher Education
Brown, Christopher P.; Weber, Natalie Babiak – Journal of Teacher Education, 2016
Issues of standardization, student achievement, and diversity have dramatically altered teaching within early childhood programs across the United States. This has created a situation in which teacher educators need to assist practicing and preservice teachers working in these contexts with formulating instructional responses that address…
Descriptors: Action Research, Best Practices, Qualitative Research, Early Childhood Education
Powers, Beth; Duffy, Peter B. – Journal of Teacher Education, 2016
The arts generally and theater specifically offer effective strategies to help educators recognize and make visible the multiple student and teacher identities within classrooms. Without student and teacher agency in schools, there cannot be equitable and liberatory learning environments. Noted Brazilian theater artist and activist Augusto Boal's…
Descriptors: Teacher Education, Advantaged, Culturally Relevant Education, Preservice Teachers