Teacher educators use various measures to gauge pre-service teachers' knowledge, skills, and attitudes, including behavioral measures, self-report questionnaires, and interviews. These measures often fail to capture the granularities of the teaching and learning processes. As such, there has been a burgeoning and recent interest in the use of…

Despite knowing that academic motivation and engagement influence academic outcomes, it is unclear how students' motivation and engagement in face-to-face versus online courses differ. This mixed methods study examines whether preservice teachers' motivation and engagement in the same course, with the same instructor, in the same semester is…

The public schoolhouse is one of the few remaining public spaces in which citizens may routinely gather to discuss controversial issues. Furthermore, it is social studies classrooms and teachers, in particular, that bear the moral imperative to ensure such civic discourse takes place. Nevertheless, many social studies teachers refrain from…

Scholars have advocated for practice-based experiences, including high-leverage practices and metacognition, to be incorporated within preservice teacher programs, as they have the most pervasive impact on students' learning. One way in which teacher preparation programs have incorporated practice-based experiences is through the use of…

Two groups of pre-service teachers in undergraduate education foundations classes completed a survey with various ethical scenarios related to student evaluation. One group was enrolled in a traditional face-to-face class that met on campus; the second group was enrolled in a completely online course. Each group had 100 participants. For each of…

Content Acquisition Podcasts (CAPs) have been shown to positively impact preservice teachers' knowledge in critical content areas compared to traditional modes of content delivery (e.g., a lecture). However, survey research has shown that both faculty and students at the university level prefer that technology enhance rather than replace in-person…

Calls for a "practice-based" approach to teacher education have become common in scholarship on teacher education, and preservice-teaching (PST) mathematics programs are increasingly heeding this call. Practice-based teacher education (PBTE) moves beyond standard approaches to teacher education in which PSTs learn about teaching in ways…

A wealth of research has focused on the technology integration behaviors of preservice teachers, with much of that literature centering on technology and methods coursework within teacher education programs. However, less emphasis has been placed on understanding the impact of field placement observations on a preservice teacher's technology…

Colleges of education are constantly searching for innovations to develop stronger graduates. This paper describes and shares findings from a study of a virtual coaching partnership model that links a principal candidate with a teacher candidate. Through the use of existing virtual coaching software, this model provides teacher candidates with…

Nearly one in three students in the United States today is negatively impacted by bullying. Teachers can play a critical role in stopping bullying-related violence, but many struggle with how to engage students in difficult conversations. Traditional classroom-based pedagogy used to teach communication skills (e.g., modeling & role-play) is…

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary…

Teacher educators use a multitude of technological sources to enhance teachers' learning. More specifically, many teacher educators incorporate video as a tool for supporting preservice teachers to analyze noticing of pivotal classroom interactions; however, this video is often from a perspective distinct from the teachers' view. This study…

This rise in the use of social networks presents new ethical, legal, and professional challenges for educators. Pre-service teachers need professional development to be cognizant of the content they are posting to personal social networks. The purpose of this mixed-methods study was to develop professional development guidelines to help…

Preparing teachers to work in urban settings poses unique challenges, as urban communities are complex and require systemic understanding of students and their families, culture, and community. Pre-service teachers often harbor misconceptions about what it means to work in urban settings and many bring to their teacher education program minimal…

With technology rapidly changing, preservice teacher technology skills improving, and highly qualified teacher licensure requirements, more teacher education programs may need to reevaluate how they are currently teaching technology. Although no empirical evidence recognizes the most effective experience, previous studies have indicated the…