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Journal of Teacher Education2277
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Goodwin, A. Lin; Smith, Laura; Souto-Manning, Mariana; Cheruvu, Ranita; Tan, Mei Ying; Reed, Rebecca; Taveras, Lauren – Journal of Teacher Education, 2014
Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, teacher educators cannot teach what they do not know; but what "should" they know, and should they be prepared? This study of 293 teacher…
Descriptors: Teacher Educators, Teacher Educator Education, Educational Practices, Teacher Competencies
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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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Fishman, Barry; Konstantopoulos, Spyros; Kubitskey, Beth W.; Vath, Richard; Park, Gina; Johnson, Heather; Edelson, Daniel – Journal of Teacher Education, 2014
This article represents a response to the authors' "Journal of Teacher Education" ("JTE") article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). The authors believe that Moon et al. have properly identified both the value in their study and the importance of moving beyond not only their study, but…
Descriptors: Faculty Development, State Standards, Academic Standards, Electronic Learning
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Hanuscin, Deborah L.; Cheng, Ya-Wen; Rebello, Carina; Sinha, Somnath; Muslu, Nilay – Journal of Teacher Education, 2014
Increasingly, teacher leadership is being recognized as an essential ingredient in education reforms; however, few teachers consider themselves leaders. Becoming a leader is not just acquiring knowledge and skills for leadership, but developing a new "professional identity." As teachers become leaders, however, this identity might put…
Descriptors: Electronic Publishing, Web Sites, Grade 9, Science Teachers
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Avraamidou, Lucy – Journal of Teacher Education, 2014
The purpose of this case study was to examine a beginning elementary teacher's development of identity for science teaching from her first year at university, her field experience, and through her first year of teaching. Several kinds of data were collected over a period of 5 years through different sources: interviews, journal entries,…
Descriptors: Science Instruction, Beginning Teachers, Professional Identity, Professional Development
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Moon, Jean; Passmore, Cynthia; Reiser, Brian J.; Michaels, Sarah – Journal of Teacher Education, 2014
With the adoption of Common Core State Standards (CCSS) in English Language Arts (ELA) and math and the release and beginning adoptions of the Next Generation Science Standards (NGSS), teachers, schools, and districts are clamoring for professional learning opportunities to refine and re-tool teaching to bring it in line with the reform visions in…
Descriptors: Educational Innovation, Faculty Development, Online Courses, Educational Technology
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Zhang, Dake; Wang, Qiu; Losinski, Mickey; Katsiyannis, Antonis – Journal of Teacher Education, 2014
An understanding of one's intention to pursue a career related to special education is crucial yet there is limited research in this area. This study examined factors that influence teacher candidates' intention to pursue a career in special education by surveying 214 preservice teachers. Data were analyzed using path analysis to capture…
Descriptors: Preservice Teachers, Career Choice, Student Teacher Attitudes, Special Education
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Gargani, John; Strong, Michael – Journal of Teacher Education, 2014
Teacher observations have become a national education phenomenon, mandated by federal policies and promoted by philanthropists. They are crucial components of teacher evaluation systems that often have high stakes for teachers and school systems, but have sparked little innovation. Recent calls to make teacher evaluations better, faster, and…
Descriptors: Teacher Evaluation, Observation, Evidence, Measures (Individuals)
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Caughlan, Samantha; Jiang, Heng – Journal of Teacher Education, 2014
Teacher preparation programs commonly use observational instruments to assess the progress and the exit performances of teacher candidates. However, while these instruments have been described and several have been studied for effectiveness, the field lacks a close examination of how they position participants: teacher candidates, K-12 pupils, and…
Descriptors: Preservice Teachers, Preservice Teacher Education, Teacher Education Programs, Observation
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Fives, Helenrose; Buehl, Michelle M. – Journal of Teacher Education, 2014
In this investigation, we assessed 443 teachers' beliefs with the "Teaching Ability Belief Scale" (TABS) and the "Importance of Teaching Knowledge Scale" (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting "Innate," "Learned,"…
Descriptors: Teacher Attitudes, Rating Scales, Multivariate Analysis, Comparative Analysis
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Goldhaber, Dan; Cowan, James – Journal of Teacher Education, 2014
We analyze the placement and attrition patterns of teachers by preparation programs and document large differences in the rate at which teachers exit both their schools and the profession. These differences are robust to within-school comparisons. Moreover, assumptions about turnover and the persistence of program effects prove important for…
Descriptors: Teacher Placement, Faculty Mobility, Teacher Education Programs, Teacher Persistence
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Williams, Judy – Journal of Teacher Education, 2014
This article reports on the results of a research project in which 18 teacher educators in three countries-Australia, The Netherlands, and United Kingdom-were interviewed about their experiences of working in the so-called "third space" between schools and universities, particularly in relation to the practicum, or field supervision.…
Descriptors: Foreign Countries, Teacher Educators, Interviews, Experience
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Lincove, Jane Arnold; Osborne, Cynthia; Dillon, Amanda; Mills, Nicholas – Journal of Teacher Education, 2014
Despite questions about validity and reliability, the use of value-added estimation methods has moved beyond academic research into state accountability systems for teachers, schools, and teacher preparation programs (TPPs). Prior studies of value-added measurement for TPPs test the validity of researcher-designed models and find that measuring…
Descriptors: Teacher Education Programs, Accountability, Politics of Education, School Statistics
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Hökkä, Päivi; Eteläpelto, Anneli – Journal of Teacher Education, 2014
Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of…
Descriptors: Teacher Education Programs, Educational Development, Educational Change, Educational Resources
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Fuller, Edward J. – Journal of Teacher Education, 2014
The National Council on Teacher Quality's (NCTQ) recent review of university-based teacher preparation programs concluded the vast majority of such programs were inadequately preparing the nation's teachers. The study, however, has a number of serious flaws that include narrow focus on inputs, lack of a strong research base, missing standards,…
Descriptors: Criticism, Educational Quality, Teacher Education Programs, Program Effectiveness
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