24 May2021
By JTE Insider
Photo by Allison Shelley for EDUimages
Listen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This podcast interview features insights from the article “Preparing Teachers for Relationships with Students: Two Visions, Two Approaches” by Victoria Theisen-Homer. The article was published in the May/June 2021 issue of the Journal of Teacher Education.
21 May2021
By JTE Insider
Listen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This podcast interview features insights from the article “Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons” by Alexander Cuenca. The article was published in the May/June 2021 issue of the Journal of Teacher Education.
06 Apr2021
By JTE Insider
Listen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This podcast interview features insights from the article “Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy“ by Dr. Jamie Colwell, Kristen Gregory, and Valerie Taylor. The article was published in the March/April 2021 issue of the Journal of Teacher Education.
Article Abstract
This qualitative multiple case study examined four preservice teachers’ planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform cross-content literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction.
06 Apr2021
By JTE Insider
Check out a recent JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile
This interview features insights from the article “Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation“ by Rachel Wolkenhauer and Angela Hooser. The article was published in the March/April 2021 issue of the Journal of Teacher Education. .
Article Abstract: Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.
08 Mar2021
By JTE Insider
Listen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This podcast interview features insights from the article “What Do Surveys of Program Completers Tell Us About Teacher Preparation Quality?,” by Kevin Bastion, Min Sun, and Heather Flynn. The article was published in the January/February issue of the Journal of Teacher Education.
13 Feb2021
By JTE Insider
Listen to the recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This podcast interview features insights from the article “Historians, Archivists, and Museum Educators as Teacher Educators: Mentoring Preservice History Teachers at Cultural Institutes,” by Tim Patterson. The article was published in the January/February issue of the Journal of Teacher Education.
07 Jan2021
By JTE Insider
Check out a recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This podcast interview features insights from the article, “Contrast, Commonality, and a Call for Clarity: A Review of the Use of Core Practices in Teacher Education,” by Dana Grosser-Clarkson and Michael A. Neel. The article was published in the September/October 2020 issue of the Journal of Teacher Education.
Article Abstract: In recent years, substantial resources have been invested in researching and describing the enactment of “core practices” of teaching in teacher education. This review of the literature examined more than 40 articles published between 2008 and August 2018 in an effort to determine how teacher educators are supporting teacher candidates to learn about and enact core practices of teaching. The review of the literature presented here demonstrates two distinct approaches that teacher educators use to introduce and prepare teacher candidates to enact core practices: a predesigned enactment approach and an open-design enactment approach. Our goal in identifying these two approaches is to illuminate the role and actions of teacher educators in core-practice work and to demonstrate that the decisions teacher educators make in core-practice work are complex and nuanced, and require further description than heretofore available.
05 Jan2021
By JTE Insider
Check out a recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This podcast interview features insights from the article “Creativity Promotion in an Excellence Program for Preservice Teacher Candidates” by Yael Kimhi and Leiky Geronik. The article was published in the November/December issue of the Journal of Teacher Education.
15 Dec2020
By JTE Insider
Read the recent JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This interview features insights on the article entitled, “Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse” by Abby Reisman and Lisette Enumah. The article was published in the November/December 2020 issue of the Journal of Teacher Education.
Article Abstract: History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers’ capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers’ incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers.
08 Dec2020
By JTE Insider
Check out a recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This podcast interview features insights from the article, “Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations,” by Niral Shah and Justin A. Coles. The article is published in the November/December 2020 issue of the Journal of Teacher Education.
Article Abstract: Race-focused teacher education has centered on changing preservice teachers’ racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of “racial noticing,” which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the practice of antiracist teaching more tractable for preservice teachers.
Listen Now.
02 Nov2020
By JTE Insider
This podcast interview features insights from the article “Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity” by Terrenda White, Brian Woodward, DaVonna Graham, H. Richard Milner, and Tyrone C. Howard. The article is published in the September/October 2020 of the Journal of Teacher Education. AACTE members have free access to the articles in the JTE online archives—log in with your AACTE profile.
01 Jun2020
By JTE Insider
Check out a recent JTE Insider podcast by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
In this edition of JTE Insider, we are joined by Loraine McKay and Heather Manning from Griffith University (Australia). They are the authors of the article entitled “Do I Belong in the Profession? The Cost of Fitting In As a Preservice Teacher With a Passion for Social Justice” The article is published in the September/October 2019 issue of JTE.
Loraine McKay is a senior lecturer at Griffith University. She teaches into the Bachelor of Education program. She is currently first year coordinator in the Bachelor of Education program and professional experience individual case coordinator. McKay’s research interests align strongly with her passion for teaching. She was a classroom teacher for over 20 years in the primary education sector before leaving teaching to complete her doctoral studies. Her current research centers on developing teacher identity, efficacy, and resilience in preservice teachers. Loraine is particularly interested in preparing teachers to work in inclusive classrooms. She uses collage and photo elicitation to explore the affective dimension of teaching and engagement in learning.
15 May2020
By JTE Insider
Check out a recent JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team. This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
This interview features insights from Rachel Roegman and Joni S. Kolman, co-authors of the JTE article “Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work.” You may read the full article in the January/February 2020 issue of JTE.
Article Abstract: In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, we argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.
15 May2020
By JTE Insider
This interview features insights on the article, “Sense Making and Professional Identity in the Implementation of edTPA,” by Julie Cohen, Ethan Hutt, Rebekah L. Berlin, Hannah M. Mathews, Jillian P. McGraw, and Jessica Gottlieb. The article was published in the January/February 2020 issue of the Journal of Teacher Education.
Article Abstract
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. We interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. We find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.
06 Feb2020
By JTE Insider
This blog is available to the public, and AACTE members have free access to the articles in the JTE online archives—just log in with your AACTE profile.
In this interview, the JTE editorial team shares insights from Adrie A. Koehler, who writes on behalf of her work with co-authors Peggy A. Ertmer and Timothy J. Newby from their article “Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion,” published in the September/October 2019 issues of the Journal of Teacher Education.
What motivated you to pursue this particular research topic?
