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Showing 1 to 15 of 116 results Save | Export
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Kohli, Rita – Journal of Teacher Education, 2019
With disproportionately high attrition rates for teachers of Color, there are many lessons to be learned from veteran teacher leaders that can inform how we train teachers. In this article, I share analysis of interviews with 11 women of Color veteran teachers who serve in formal or informal leadership roles within social justice education. Their…
Descriptors: Teacher Education, Teacher Role, Faculty Development, Minority Group Teachers
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Jackson, Iesha; Knight-Manuel, Michelle – Journal of Teacher Education, 2019
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education--professional development (CRE-PD) activities, and…
Descriptors: College Readiness, Career Readiness, Hispanic American Students, African American Students
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Altan, Servet; Lane, Jennie F.; Dottin, Erskine – Journal of Teacher Education, 2019
Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can we extend Dewey's…
Descriptors: Intelligence, Cognitive Processes, Teacher Education, Educational Philosophy
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Kissau, Scott; Hart, Laura C.; Algozzine, Bob – Journal of Teacher Education, 2019
In an era of increased teacher accountability, teacher preparation programs across the country are faced with increasing pressure to adopt rigorous and high stakes performance-based assessments, such as edTPA, that provide data-based evidence that their candidates are ready to teach upon program completion. Furthermore, in response to new…
Descriptors: Instructional Effectiveness, Accountability, Performance Based Assessment, Teacher Education Programs
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Sutton, Paul S.; Shouse, Andrew W. – Journal of Teacher Education, 2019
In collaborative groups, teachers negotiate the tension between working as a cohesive group and confronting differences of opinion and practice. Varied status between teachers can complicate their ability to accomplish the goals of collaboration. In this case study, we describe how a group of secondary English teachers redesigned curriculum and…
Descriptors: Social Status, Teacher Collaboration, Communities of Practice, Secondary School Teachers
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Noonan, James – Journal of Teacher Education, 2019
Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers' perceptions of professional development. Specifically, it examines how teachers' "anchoring beliefs" might be reflected in or refracted by their accounts of powerful professional…
Descriptors: Professional Identity, Faculty Development, Beliefs, Elementary School Teachers
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Prenger, Rilana; Poortman, Cindy L.; Handelzalts, Adam – Journal of Teacher Education, 2019
Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However,…
Descriptors: Communities of Practice, Teacher Collaboration, Program Effectiveness, Teacher Attitudes
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Stanulis, Randi N.; Wexler, Lindsay J.; Pylman, Stacey; Guenther, Amy; Farver, Scott; Ward, Amy; Croel-Perrien, Amy; White, Kristen – Journal of Teacher Education, 2019
Traditionally, classroom teachers have been asked to "cooperate" during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative…
Descriptors: Mentors, Cooperating Teachers, Teacher Attitudes, Faculty Development
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Vedder-Weiss, Dana; Segal, Aliza; Lefstein, Adam – Journal of Teacher Education, 2019
Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk--the risk of hurting one's own or a colleague's public image, or face. In this study, we investigate the role of face threat and face management in teacher professional learning in 16…
Descriptors: Classroom Techniques, Video Technology, Faculty Development, Discussion
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Yan, Yi; Yang, Luxin – Journal of Teacher Education, 2019
Guided by activity theory, this study examines the major contradictions in an English as a foreign language (EFL) teacher professional learning community (PLC) established in China through a university--district--school partnership. Multiple sources of data were collected, including interviews, observations, and documents. Data analyses revealed…
Descriptors: Communities of Practice, English Teachers, English (Second Language), Foreign Countries
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Silver, Rita Elaine; Kogut, Galyna; Huynh, Thi Canh Dien – Journal of Teacher Education, 2019
Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation.…
Descriptors: Educational Strategies, Educational Innovation, Faculty Development, Reading Comprehension
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van der Scheer, Emmelien A.; Visscher, Adrie J. – Journal of Teacher Education, 2018
Data-based decision making (DBDM) is an important element of educational policy in many countries, as it is assumed that student achievement will improve if teachers worked in a data-based way. However, studies that evaluate rigorously the effects of DBDM on student achievement are scarce. In this study, the effects of an intensive…
Descriptors: Mathematics Achievement, Intervention, Decision Making, Management Information Systems
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Beisiegel, Mary; Mitchell, Rebecca; Hill, Heather C. – Journal of Teacher Education, 2018
Although video cases and video clubs have become popular forms of teacher professional development, there have been few systematic investigations of designs for such programs. Programs may vary according to (a) whether teachers watch videos of their own/their peers' instruction, or whether teachers watch stock video of unknown teachers; and (b)…
Descriptors: Educational Technology, Teaching Methods, Technology Uses in Education, Video Technology
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Martin, Susan D.; Dismuke, Sherry – Journal of Teacher Education, 2018
How to prepare teachers to be effective in our nations' classrooms seems to get increasingly complex, yet the links between teacher education and teachers' eventual practices are little understood. Using complexity theory as a theoretical framework, this mixed-methods study investigated writing teacher practices of 23 elementary teachers. Twelve…
Descriptors: Teaching Methods, Models, Mixed Methods Research, Teacher Education Programs
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Brugar, Kristy A.; Roberts, Kathryn L. – Journal of Teacher Education, 2017
This study addresses the following questions: Does professional development (PD) designed to meet third-, fourth-, and fifth-grade teachers' pedagogical and content needs influence how teachers teach and engage with graphical devices found in social studies texts? If so, what effect does that instruction and engagement have on students'…
Descriptors: Faculty Development, Grade 3, Grade 4, Grade 5
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