Posts Tagged ‘JTE’

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:

JTE Author Investigates Predictive Validity of CAEP Standard 3.2

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 "Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program," written by Carla Evans of the University of New Hampshire. The article, which appears in the September/October issue of JTE, is summarized in the following abstract:

Podcast Interview Explores Implications of New Science Standards for Preparing Teachers

What does strong preservice preparation look like for teaching the Next Generation Science Standards (NGSS)? This question is explored in an article published in the May/June 2017 issue of the Journal of Teacher Education, an issue that also includes several other articles on the topic of the implications for teacher preparation of the Common Core and other new PK-12 learning standards.

A recent podcast interview for the JTE Insider blog provides insights from Mark Windschitl of the University of Washington and David Stroupe of Michigan State University, authors of the article “The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation.” JTE Graduate Assistant Bernadette Castillo conducted the interview.

Study: Secondary Math Teacher Candidates Need More Preparation in Statistics

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 “New Standards Require Teaching More Statistics: Are Preservice Secondary Mathematics Teachers Ready?” written by Jennifer N. Lovett of Middle Tennessee State University and Hollylynne S. Lee of North Carolina State University. The article, which appears in the May/June issue of JTE, is summarized in the following abstract:

How Teacher Education Can Elevate Teacher Quality: Highlights From Sept./Oct. JTE

Have you read the September/October 2017 issue of the Journal of Teacher Education (JTE) yet? It is now available online and hitting desks around the country. See what Volume 68 Number 4 has to offer!

  • In this month’s editorial, “How Teacher Education Can Elevate Teacher Quality: Evidence From Research,” members of the JTE editorial team at Michigan State University highlight the issue’s four articles. Robert E. Floden, Gail Richmond, Corey Drake, and Emery Petchauer note the papers’ findings and the significance of their topics to various stakeholders in teacher preparation.

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