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Showing 1 to 15 of 129 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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Land, Charlotte L. – Journal of Teacher Education, 2018
As student populations become culturally and linguistically diverse, mismatches between students and the mostly White teaching force create challenges for schools and teacher education programs. This article--drawing from the Coaching With CARE project and building on research valuing the role of cooperating teachers (CTs) in supporting critical,…
Descriptors: Cooperating Teachers, Preservice Teachers, Minority Group Students, Student Diversity
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Gutentag, Tony; Horenczyk, Gabriel; Tatar, Moshe – Journal of Teacher Education, 2018
We examine the ways in which, and the extent to which, DOPA (Diversity in Organizations: Perceptions and Approaches; that is, asset, problem, challenge, or nonissue) approaches predict teachers' diversity-related burnout and immigration-related self-efficacy. One hundred thirty-six schoolteachers completed a self-report questionnaire measuring…
Descriptors: Teacher Burnout, Self Efficacy, Cultural Pluralism, Intervention
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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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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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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
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Mirra, Nicole; Morrell, Ernest – Journal of Teacher Education, 2011
Under the guise of increasing quality and accountability, many urban teacher education programs and professional development models characterize educators as mere transmitters of standardized content knowledge. The authors argue that such dehumanizing practices, which are rooted in the discourse of neoliberalism, prevent teachers from helping…
Descriptors: Urban Schools, Teacher Education Programs, Faculty Development, Role of Education
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Kirchhoff, Allison; Lawrenz, Frances – Journal of Teacher Education, 2011
An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients ("scholars"), most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: "What are Noyce scholars' reasons for the decisions made on the…
Descriptors: Grounded Theory, Preservice Teacher Education, Research Design, Teacher Education Programs
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Putney, LeAnn G.; Broughton, Suzanne H. – Journal of Teacher Education, 2011
Collective efficacy reveals how well group members relate to one another while working toward common goals. It also reveals group resilience and the willingness of group members to continue working through difficult situations. The purpose of this study is to explore collective efficacy at the classroom level, using Vygotsky's view of individual…
Descriptors: Grade 5, Teaching Methods, Teacher Role, Classroom Environment
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Agarwal, Ruchi; Epstein, Shira; Oppenheim, Rachel; Oyler, Celia; Sonu, Debbie – Journal of Teacher Education, 2010
The five authors of this article designed a multicase study to follow recent graduates of an elementary preservice teacher education program into their beginning teaching placements and explore the ways in which they enacted social justice curricula. The authors highlight the stories of three beginning teachers, honoring the plurality of their…
Descriptors: Social Justice, Preservice Teacher Education, Beginning Teachers, Teacher Educators
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Caillier, Stacey L.; Riordan, Robert C. – Journal of Teacher Education, 2009
The authors, faculty members in the new Graduate School of Education at the High Tech High schools in San Diego, discuss three trends that are reshaping our world and the ways we get work done. They then discuss the implications of these trends, both for how we educate our young and how we train and develop our teachers. Positing a reciprocal…
Descriptors: Preservice Teacher Education, Role, Educational Change, Elementary Secondary Education
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Zwart, Rosanne C.; Wubbels, Theo; Bergen, Theo; Bolhuis, Sanneke – Journal of Teacher Education, 2009
In the present study, the role of five categories of characteristics of a reciprocal peer coaching context was studied in relation to teacher learning. Both self-reports and student perceptions were used to measure teacher learning. Data were gathered on 28 secondary school teachers (14 coaching dyads). A mixed-method approach was adopted…
Descriptors: Predictor Variables, Diaries, Secondary School Teachers, Peer Teaching
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Block, Alan A. – Journal of Teacher Education, 2008
Though teaching yet has its advocates, more and more teachers are leaving the profession after only a few years in the school setting. The satisfactions of this impossibly complex and difficult profession are less and less obvious in this era of accountability and high stakes testing. Indeed, I suggest that the satisfactions often ascribed to the…
Descriptors: Teaching (Occupation), Faculty Mobility, Job Satisfaction, Teacher Role
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Delpit, Lisa – Journal of Teacher Education, 2006
This article argues that with changes in attitudes and actions in classrooms, teachers can alter what happens in urban schools and transform the lives of students. Ten precepts are offered to assist them in that role: teach more, not less, content to poor, urban children; ensure all children gain access to conventions/strategies essential to…
Descriptors: Teacher Attitudes, Educational Change, Cultural Awareness, Urban Schools
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Gebhard, Susan – Journal of Teacher Education, 2006
Using published research studies, writings of experts in the literacy field, and anecdotes from the author's own experiences, this article examines the reading motivation and disposition of preservice teachers and suggests ways that children's literature courses positively affect both. Ideas of social modeling, constructivist course design, and…
Descriptors: Childrens Literature, Males, Females, Reading Motivation
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