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Journal of Teacher Education246
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Gist, Conra D.; Bianco, Margarita; Lynn, Marvin – Journal of Teacher Education, 2019
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of…
Descriptors: Diversity (Faculty), Minority Group Teachers, Equal Opportunities (Jobs), Educational Change
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Noell, George H.; Burns, Jeanne M.; Gansle, Kristin A. – Journal of Teacher Education, 2019
Systemic efforts to strengthen teacher preparation in Louisiana led to the first statewide value-added assessment (VAA) of teacher preparation programs (TPPs). Subsequently, a number of states have adopted VAA of TPPs. The authors describe challenges that were confronted around the deployment of Louisiana's VAA of TPPs. The discussion is organized…
Descriptors: Value Added Models, Statewide Planning, Teacher Education Programs, Program Improvement
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Cherng, Hua-Yu Sebastian; Davis, Laura A. – Journal of Teacher Education, 2019
Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as…
Descriptors: Multicultural Education, Educational Change, Preservice Teacher Education, Cultural Awareness
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Philip, Thomas M.; Souto-Manning, Mariana; Anderson, Lauren; Horn, Ilana; J. Carter Andrews, Dorinda; Stillman, Jamy; Varghese, Manka – Journal of Teacher Education, 2019
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our…
Descriptors: Educational Practices, Teacher Education, Risk, Equal Education
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Powell, Dave – Journal of Teacher Education, 2018
Although research on pedagogical content knowledge (PCK) has accelerated in recent years, social studies educators have not generally been part of the conversation. This article explores why a theory of PCK for social studies has been so difficult to elaborate, focusing on the field's inability to come to consensus on its aims and purposes and on…
Descriptors: Pedagogical Content Knowledge, Social Studies, Preservice Teacher Education, Educational Theories
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Bastian, Kevin C.; Lys, Diana; Pan, Yi – Journal of Teacher Education, 2018
Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework…
Descriptors: Teacher Education Programs, Program Evaluation, Performance Based Assessment, Scores
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Schneider, Jack – Journal of Teacher Education, 2018
This essay tracks the history of teacher preparation, from its origins in the early republic to the present. In so doing, it tells two stories. The first is a story about problems--a linear story in which problems are discovered, potential solutions are generated, and positive results are achieved. It moves from the past to the future and from the…
Descriptors: Preservice Teacher Education, Educational Change, Educational History, United States History
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Blanton, Linda P.; Pugach, Marleen C.; Boveda, Mildred – Journal of Teacher Education, 2018
This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such…
Descriptors: Educational Change, Regular and Special Education Relationship, Educational History, Equal Education
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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
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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
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Ledwell, Katherine; Oyler, Celia – Journal of Teacher Education, 2016
We examine edTPA (a teacher performance assessment) implementation at one private university during the first year that our state required this exam for initial teaching certification. Using data from semi-structured interviews with 19 teacher educators from 12 programs as well as public information on edTPA pass rates, we explore whether the…
Descriptors: Standardized Tests, Teacher Evaluation, Performance Based Assessment, Program Implementation
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Mills, Carmen; Ballantyne, Julie – Journal of Teacher Education, 2016
Teachers play a crucial role in promoting more equitable educational outcomes for marginalized students from low socio-economic backgrounds. Correspondingly, there is a clear warrant for preservice teacher education to work toward the development of teachers who are socially just in their beliefs and practices. This article comprises a systematic…
Descriptors: Social Justice, Outcomes of Education, Teacher Role, Teacher Attitudes
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Paufler, Noelle A.; Amrein-Beardsley, Audrey – Journal of Teacher Education, 2016
Given changes to the ways teachers and, by association, the universities that prepare them are held accountable, the critical work of John Goodlad in educational renewal through teacher education has restored at least some capacity to reframe conversations about ways to better prepare teachers to serve diverse students in America's schools. In…
Descriptors: Accountability, Teacher Education, Teacher Education Programs, Teacher Effectiveness
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Zeichner, Ken; Payne, Katherina A.; Brayko, Kate – Journal of Teacher Education, 2015
In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how…
Descriptors: Teacher Education, Teacher Education Programs, Educational Change, Educational Practices
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Bullough, Robert V., Jr. – Journal of Teacher Education, 2014
Drawing on insights from literary critic and theorist Kenneth Burke, this rhetorical analysis of "Preparing Teachers" (2010), a publication of the National Research Council, reveals then critiques' key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher…
Descriptors: Teacher Education, Educational Policy, Educational Change, Accreditation (Institutions)
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