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Posts Tagged ‘JTE’

Study: Most Teachers Not Integrating Native Language, Culture in Instruction

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

In the November/December 2017 issue of JTE, Claudia Vincent, Tary Tobin, and Mark Van Ryzin of the University of Oregon authored an article titled “Implementing Instructional Practices to Improve American Indian and Alaska Native Students’ Reading Outcomes: An Exploration of Patterns Across Teacher, Classroom, and School Characteristics.” The article is summarized in the following abstract:

Eliciting Student Thinking in Elementary Math: What Skills Do Preservice Teachers Bring?

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online—just log in with your AACTE profile here.

In the January/February 2018 issue of JTE, Meghan Shaughnessy and Timothy A. Boerst of the University of Michigan authored an article titled “Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking.” The article is summarized in the following abstract:

AACTE Deeper Dive Explores Strategies to Address Shortages, Diversity Gaps

AACTE Media Relations Intern Shardae Proctor, a communications major at Maryland’s Towson University, attended the AACTE Annual Meeting earlier this month. Ed Prep Matters asked her to report on what she learned at one of the Deeper Dive sessions.

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Participants discuss research and strategies to bolster and diversify the teacher pipeline at the March 1 Deeper Dive session organized by the editors of the Journal of Teacher Education.

Across the country, many schools continue to struggle to staff their classrooms with qualified teachers and to diversify their workforce to more closely match student demographics. To explore the contributing factors and potential solutions to this challenge, the editors of AACTE’s Journal of Teacher Education organized a “Deeper Dive” session at the AACTE Annual Meeting March 1 titled “Filling the High-Quality Teacher Pipeline: Promising Research and Strategies.”

Does Preservice Course Work Make a Difference in Teacher Practice? One Study Says Yes

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Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

In the January/February 2018 issue of JTE, Susan D. Martin and Sherry Dismuke of Boise State University (ID) published an article titled “Investigating Differences in Teacher Practices Through a Complexity Theory Lens: The Influence of Teacher Education.” The article is summarized in the following abstract:

AACTE to Honor JTE Article on Inquiry-Oriented Teaching Standards

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AACTE has chosen an article by Claire Sinnema, Frauke Meyer, and Graeme Aitken of the University of Auckland (New Zealand) to receive the 2018 AACTE Outstanding Journal of Teacher Education (JTE) Article Award. The winning article, “Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching,” was published in the January/February 2017 issue of the journal. The award will be presented at the 70th AACTE Annual Meeting Opening Keynote session, March 1 in Baltimore, Maryland.

In this article, the authors identify problems in the design and implementation of teaching standards that widen the divide between theory and practice. They propose an alternative model, dubbed Teaching for Better Learning, which attempts to account for the complex contextual features that teachers face and that significantly shape the identification of student needs and instructional practices. This model also positions both teachers and students as learners and is driven by inquiry and evidence. In this way, the authors raise critical issues that diverse stakeholders in teacher preparation – from practitioners to policy makers – must take into account to ensure more effective teaching.

Candidates Report Obstacles to Integrating Culturally Responsive Practice in Teaching

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the author of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

This interview features insights from the article “Preparing for Culturally Responsive Schooling: Initial Teacher Educators Into the Fray” by Greg Vass of the University of New South Wales (Australia). The article, which appears in the November/December issue of JTE, is summarized in the following abstract:

Researchers Propose Theoretical Model to Embed Social Justice in Classroom Practices, Teacher Preparation

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A recent Journal of Teacher Education article proposes a new model to integrate social justice with the concept of pedagogical content knowledge. In “Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge,” authors Jeanne Dyches of Iowa State University and Ashley Boyd of Washington State University lay out the theoretical model they call Social Justice Pedagogical and Content Knowledge, or SJPACK. A recent podcast interview with the authors for the JTE Insider blog sheds light on the model.

In the interview, the authors explain that since Lee Shulman’s concept of pedagogical content knowledge (PCK) was introduced in the 1980s, it has thoroughly permeated teacher preparation, but it does not explicitly link PCK to equity concerns. They wanted to tease out the different ways this would look in different disciplines.

JTE Author: Teacher Preparation Programs Must Do More to Alleviate Teachers’ Math Anxiety

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Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the author of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

This interview features insights from the article “Preservice to In-Service: Does Mathematics Anxiety Change With Teaching Experience?” by Gina Gresham of the University of Central Florida. The article, which appears in the January-February issue of JTE, is summarized in the following abstract:

Conceptual Analysis: What Coaching Activities Actually Improve Instruction?

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Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

This interview features insights from the article “Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities,” by Lynsey K. Gibbons of Boston University (MA) and Paul Cobb of Vanderbilt University (TN). The article, which appears in the September/October issue of JTE, is summarized in the following abstract:

Study Suggests Early Childhood Teacher Candidates Need More Support to Create Mathematical Modeling Problems

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – justlog in with your AACTE profile here.

This interview features insights from the article “An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children,” by Catherine Paolucci of the State University of New York at New Paltz and Helena Wessels of Stellenbosch University (South Africa). The article, which appears in the May/June issue of JTE, is summarized in the following abstract:

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