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Study Examines How Asset-Based Pedagogy Affects Latino Students’ Ethnic, Achievement Identities

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with an author of a recent article.

In the interview below, Francesca A. López of the University of Arizona provides some insight behind her research for the article, “Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and Classroom Dynamics.” The article, published in the March/April issue of the journal, is summarized in the following abstract:


JTE Authors: New Taxonomy Facilitates Studying, Improving Teachers’ Collaborative Learning

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.

In this interview, Ilana Seidel Horn, Brette Garner, Britnie Delinger Kane, and Jason Brasel of Vanderbilt University discuss the research behind their recent article, “A Taxonomy of Instructional Learning Opportunities in Teachers’ Workgroup Conversations.” The article is available in the January/February 2017 issue of the journal.


JTE Author Interview: How Preservice Teachers Learn to Plan Intellectually Challenging Tasks

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.

This interview features insights from the JTE article “Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks,” by Hosun Kang, assistant professor of education at University of California, Irvine. The article appears in the January/February 2017 issue of JTE.

The article’s abstract reads in part, “This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. […] The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice.”

JTE Author Interview: Fives and Barnes on Teaching Assessment Construction

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.

This interview features insights from the JTE article, “Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection,” written by Helenrose Fives and Nicole Barnes of Montclair State University (NJ). The article is featured in the January/February 2017 issue of JTE; you can read the article by going to this link (and AACTE members have free access through this login link).


JTE Author Interview: Facilitating Teacher Learning With Different Representations of Practice

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.

This interview features insights from the JTE article, “Facilitating Teacher Learning When Using Different Representations of Practice,” written by Gloriana González, Jason Deal, and Lisa Skultety of the University of Illinois at Urbana-Champaign. The article is featured in the November/December issue of JTE; you can read the article by going to this link.

JTE Author Interview: Studying Candidates’ Responses to Immigration Documentary

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? You’ll find recent podcast interviews with Kevin Kumashiro, discussing how the field has changed since the publication of his 2010 article “Seeing the Bigger Picture: Troubling Movements to End Teacher Education,” and with Noelle Paufler, author of “Preparing Teachers for Educational Renewal Within Current Contexts of Accountability: Reflecting Upon John Goodlad’s Twenty Postulates.” Meanwhile, check out the latest author interview below.

This interview features insights from the JTE article “Riding la Bestiá: Preservice Teachers’ Responses to Documentary Counter-Stories of U.S. Immigration,” written by Lisa Brown Buchanan (LBB) and Jeremy Hilburn (JH). You can find this article in the November/December of JTE through this link.

JTE Author Interview: How Perfectionism Affects Teachers’ Persistence

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest author interview below.

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This interview features insights from Northwestern University’s Brady K. Jones, author of the JTE article, “Enduring in an ‘Impossible’ Occupation: Perfectionism and Commitment to Teaching.” You can find this article in the November/December of JTE through this link.

JTE Editorial Highlights: Sept.-Oct. 2016

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Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the entry below providing an overview of the September-October content – and watch your mailbox for the November-December issue, too!

In the editorial of the September/October 2016 issue of the Journal of Teacher Education, Coeditors Maria Teresa Tatto, Gail Richmond, and Dorinda Carter Andrews explore the role of research in teacher education.

JTE Author Interview: Social Justice and Teacher Education

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the latest entry below.

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This interview features insights from the JTE article “Social Justice and Teacher Education: A Systematic Review of Empirical Work in the Field”, written by Carmen Mills and Julie Ballantyne. The article is featured in the September/October issue of JTE.

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