Author Archive

    JTE Author Interview: Rethinking Student Teacher Feedback

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    Read the latest JTE Insider blog interview by the Journal of Teacher Education (JTE) editorial team member Lauren Snead. 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 “Rethinking Student Teacher Feedback: Using a Self-Assessment Resource With Student Teachers” by Lauren Oropeza Snead and H. Jerome Freiberg. The article was published in the March/April 2019 issue of the JTE.

    Q1. What motivated you to pursue this particular research topic?

    As a doctoral student in Dr. Jerome Freiberg’s graduate class, I was challenged to self-assess my own teaching by using student feedback. This was an area of growth I had not previously explored and it completely changed the way I looked at my teaching. As I briefly discuss in the article, I had spent many years as a K-12 teacher, where I focused on what administrators thought of me. Up until this point, my teaching evaluations dictated how I taught my class. I based any areas of growth or changes on what the administrators said about my classroom. Now that I look back, I cannot believe how blind I was to all of the potential feedback perspectives in classrooms. Using Dr. Freiberg’s self-assessment resource, the Person-Centered Learning Assessment (PCLA), I realized for the first time that the power for change started with my students. Accessing student feedback gave me a fresh perspective into areas of growth. It was an empowering experience. That experience spurred on my curiosity to dive further into the PCLA. 

    JTE Author Insights: Measuring Secondary Math and Science Residents


    Read the latest 
    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 “Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework” by Imelda Nava, Jaime Park, Danny Dockterman, Jarod Kawasaki, Jon Schweig, Karen Hunter Quartz, and José Felipe Martínez. The article was published in the March/April 2019 issue of the Journal of Teacher Education.

    Findings on Black Women Educator Professional Experiences


    Read the latest 
    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 Melanie M. Acosta, author of the JTE article “The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators.” The article is published in the Jan/Feb 2019 issue of the Journal of Teacher Education.

    Q1. What motivated you to pursue this particular research topic?

    I was compelled to study the professional experiences of exceptional Black women educators for many reasons. One of the most important reasons was related to my own positionality as a Black woman educator with a record of success in teaching. Another crucial reason I wanted to pursue research on Black women educator professional experiences was related to expanding and complicating the dialogue on diversifying the teaching force to focus on issues affecting Black teacher retention, which includes teachers’ positionalities and the treatment of Black women educators in schools.

    JTE Author Insights: Examining Preservice Teacher Quality and Attrition

    Read the latest 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 authors of the JTE article “Keeping Our Best? A Survival Analysis Examining a Measure of Preservice Teacher Quality and Teacher Attrition.” Robert Vagi, Margarita Pivovarova, and Wendy Miedel Barnard co-authored the article, which is published in the March/April 2019 issue of the Journal of Teacher Education.

    Q1. What motivated you to pursue this particular research topic?

    With a background as a classroom teacher, I’ve seen firsthand the impact that great teachers can have on students. In my experience (and research supports this), those teachers are most desperately needed in challenging schools. As a result, I’ve always been interested in the strategic recruitment and retention of high-quality teachers. This interest fit naturally with my Ph.D. program that was housed in one of the largest teacher education colleges in the country. My co-authors, on the other hand, have been engaged in research on teacher quality and evaluation for several years, both for pre-service and in-service teachers.

    JTE Author Insights: Relating Habits of Mind, Intelligent Behaviors to Educational Theories for Developing Disposition


    Check out the latest 
    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 author interview features Servet Altan’s insights from the article “Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Disposition.” Altan co-authored the article with Jennie F. Lane, and Erskine Dottin. This article was published in the March/April 2019 issue of the Journal of Teacher Education.

    Q1: What motivated you to pursue this particular research topic?

    I have always admired talented teachers. Being a K-12 teacher myself, I have had the chance to work with a variety of teachers from different backgrounds and varying degrees of experience. I have always wondered what makes effective educators think and act the way they do. Furthermore, I was curious whether there are certain experiences that could help pre-service teachers develop desired characteristics. A responsibility of mine is teacher education and one of the aims of professional development is to understand teachers’ ways of knowing and acting. Additionally, it is worthwhile to know how these ways of knowing and acting reflect themselves in a teacher’s practice.

    JTE Insider Author Interview: Contextual Factors Informing Mentoring in Art Initial Teacher Education

    Read the latest 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 JTE article “Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education” by Ayelet Becher and Lily Orland-Barak. The article is published in the Nov/Dec 2018 issue of the Journal of Teacher Education. You can read the full text by visiting this link.

    JTE Author Insights: Review of Culturally Responsive Intervention Practices

    Check out the latest the JTE Insider post featuring insights from the Journal of Teacher Education (JTE) article “Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions” by Jessika H. Bottiani, Kristine E. Larson, Katrina J. Debnam, Christina M. Bischoff, and Catherine P. Bradshaw. The article appears in the Sept/Oct 2018 issue of the Journal of Teacher Education.

    JTE Author Interview: Analyzing Historical Intersections Between General and Special Education to Support More Inclusive Practice

    Check out the latest the 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 JTE article, “Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform” by Linda P. Blanton, Marleen C. Pugach, and Mildred Boveda. The article appears in the Sept/Oct 2018 issue of JTE.

    Community-Engaged Model Shapes Candidates’ Cultural Responsiveness

    Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team at Michigan State University? 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.

    The following interview features insights from the authors of the article “Loving Out Loud: Community Mentors, Teacher Candidates, and Transformational Learning Through a Pedagogy of Care and Connection,” published in the March/April 2018 issue of JTE. The article is written by Ball State University (IN) faculty members Eva Zygmunt, Kristin Cipollone, Susan Tancock, Jon Clausen, Patricia Clark, and Winnie Mucherah, and is summarized in the following abstract:

    Study Investigates Nuances of ‘Closed-Mindedness’ in Preservice Candidates

    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.

    The following interview features insights from the authors of the article “Early Childhood Open-Mindedness: An Investigation Into Preservice Teachers’ Capacity to Address Controversial Issues,” published in the March/April 2018 issue of JTE. The article is written by Nazan U. Bautista, Thomas J. Misco, and Stephen J. Quaye, all of Miami University (OH), and is summarized in the following abstract:

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