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Journal of Teacher Education2277
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Soslau, Elizabeth; Gallo-Fox, Jennifer; Scantlebury, Kathryn – Journal of Teacher Education, 2019
Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this…
Descriptors: Team Teaching, Curriculum Implementation, Models, Student Teaching
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Pugach, Marleen C.; Gomez-Najarro, Joyce; Matewos, Ananya M. – Journal of Teacher Education, 2019
This review examines the past 25 years of empirical research on social justice in teacher education, focusing on the question of how researchers in the field, who demonstrate a long-standing aspirational commitment to preparing new teachers for diversity and equity, address students' and teacher candidates' multiple social markers of identity, and…
Descriptors: Social Justice, Teacher Education, Equal Education, Student Diversity
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Kang, Hosun; van Es, Elizabeth A. – Journal of Teacher Education, 2019
Despite the potential of video for professional learning, the field lacks an integrated framework to inform teacher educators' pedagogical decision making, particularly in the context of preservice teacher education. This article aims to make a conceptual argument about productive ways of using video in preservice education contexts. Drawing on…
Descriptors: Preservice Teacher Education, Preservice Teachers, Technology Uses in Education, Video Technology
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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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Behm Cross, Stephanie; Tosmur-Bayazit, Nermin; Dunn, Alyssa Hadley – Journal of Teacher Education, 2019
Studies on student teaching continue to suggest that preservice teachers' feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the…
Descriptors: White Students, Student Teachers, Teaching Experience, Urban Education
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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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Rector-Aranda, Amy – Journal of Teacher Education, 2019
Cammarota and Romero describe how they utilized a framework they call "critically compassionate intellectualism" (CCI)--a trilogy of critical pedagogy, authentic caring, and social justice-oriented curriculum--to lift up previously disempowered Latinx youth. CCI can also serve as an appropriate framework for emancipatory pedagogy and…
Descriptors: Critical Theory, Teaching Methods, Caring, Social Justice
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Kimmel, Sue C.; Hartsfield, Danielle E. – Journal of Teacher Education, 2019
Preemptive censorship occurs when educators avoid particular books because they dislike the ideas or values the books contain or fear the controversy the books may evoke. Although not as blatant as other forms of censorship, preemptive censorship has the unfortunate consequence of restricting children's access to ideas and information. Moreover,…
Descriptors: Censorship, Controversial Issues (Course Content), Reading Material Selection, Childrens Literature
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McKay, Loraine; Manning, Heather – Journal of Teacher Education, 2019
Preservice teachers enter university with a range of personally held beliefs related to inclusive education and themselves as educators. This article reports on one case study from a larger qualitative research project. The study examined a preservice teacher's perceptions of herself as an inclusive educator as she approached the final year of her…
Descriptors: Preservice Teachers, Social Justice, Professional Identity, Beliefs
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Lavery, Matthew Ryan; Nutta, Joyce; Youngblood, Alison – Journal of Teacher Education, 2019
Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners' (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic…
Descriptors: Achievement Gains, Teacher Education Programs, English Language Learners, Academic Achievement
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Koehler, Adrie A.; Ertmer, Peggy A.; Newby, Timothy J. – Journal of Teacher Education, 2019
For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence…
Descriptors: Preservice Teachers, Preservice Teacher Education, Instructional Design, Teaching Skills
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Athanases, Steven Z.; Banes, Leslie C.; Wong, Joanna W.; Martinez, Danny C. – Journal of Teacher Education, 2019
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one's own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse…
Descriptors: English Language Learners, Bilingual Students, Multicultural Education, Undergraduate Students
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Copur-Gencturk, Yasemin; Tolar, Tammy; Jacobson, Erik; Fan, Weihua – Journal of Teacher Education, 2019
This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the…
Descriptors: Mathematics Instruction, Knowledge Level, Mathematical Concepts, Pedagogical Content Knowledge
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Backes, Ben; Hansen, Michael; Xu, Zeyu; Brady, Victoria – Journal of Teacher Education, 2019
This article examines Teach For America's (TFA) placement strategy in Miami-Dade County Public Schools, in which large numbers of TFA corps members are placed as clusters into a targeted set of disadvantaged schools, to investigate whether the large-scale infusion of TFA corps members into these schools induced broader improvements across the…
Descriptors: Alternative Teacher Certification, Public School Teachers, Disadvantaged Schools, Teacher Placement
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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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