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This editorial discusses the issue of teacher shortages and attrition in the post-pandemic era and the role of teacher educators in policy development to address this problem. It emphasizes the need for teacher educators to engage in holistic policy development to ensure equal access to quality educators for all learners. The editorial proposes the 5Ps of holistic policy development: purpose, process, plan, and pointers, as a way forward for addressing the challenges in teacher education. It also highlights the importance of inclusive processes and local buy-in in implementing systemic level policies and the need to consider diverse cultural perspectives in teacher education policy. The text raises questions about who should control standards and how they should be implemented, highlighting the tensions between control and professional freedom in the teaching profession. The authors argue for a holistic approach to policy development that considers the unique contexts and needs of each jurisdiction. The text concludes by calling on teacher educators to actively engage in holistic policy development to address the challenges of unfinished learning and educator resignations in the post-COVID-19 era. [Extracted from the article]

In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.'s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program. [ABSTRACT FROM AUTHOR]

This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators' race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by colleagues, teacher candidates, and university administrators, shape their responses to silencing. We conclude by suggesting pathways of support for equity-minded teacher educators in this moment of silencing-as-policy. [ABSTRACT FROM AUTHOR]

Practices incorporating students' cultures and communities are foundational to effective teaching. However, teacher candidates often do not effectively incorporate culturally based practices into their instruction. This article describes the perceptions of English education instructors as they reconceptualized their curriculum to cultivate culturally based practices. Findings show three major factors impacted the instructors' reconceptualization of curriculum: (a) the instructors' cultural roots; (b) the pervasiveness of whiteness—systems and processes that preference white identities, assumptions, and privileges that accompany the white experience; and (c) deep-seated tensions between culturally based practices and the practices of the university operating within the institution of English education. The authors assert that no individual who has matriculated through white-centric educational institutions and broader societal structures can be excluded from the call to unlearn whiteness. They urge teacher educators to dismantle oppressive, white-centric practices by reflecting on the interplay of biases and socio-political beliefs that they and their teacher candidates bring into educational spaces. [ABSTRACT FROM AUTHOR]

Inquiries in teaching help teachers to continually monitor, evaluate, and revise their practice ([16]) as well as generate new knowledge ([2]). Perceptions of preservice teachers and teacher educators toward preservice teacher inquiry in Dutch primary teacher education. Teacher education programs should prepare teacher candidates to conduct inquiries in teacher education and how to undergo a formal peer-review process concerning their findings. While most teachers benefited from reflecting on practice-level inquiry, even greater gains were likely when self- and co-regulated practice was purposively incorporated within cycles of teacher-learning level inquiry. [Extracted from the article]

In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers. [ABSTRACT FROM AUTHOR]

The U.S. teacher workforce is still predominantly White although it has dropped from 84% White in 2000 to 79% in 2018 ([17]), whereas the K-12 student population in the United States has moved in the opposite direction; in 2020, the percent of White students fell to 46%, while BIPOC students make up 56% of school-aged children ([18]). In addition, nagging and persistent problems concerning the lack of diversity among teachers, teacher educators, and the professoriate in general, and in the pre-K-12, and teacher preparation curriculum and pedagogy also persist. Although equity-minded practitioners, scholars, and policymakers in the field of teacher education believed we were making slow but steady progress in educational parity, we find this certainty tested at a critical time in history. Finally, in "Pushing Through: Developing Teacher Identity Under Times of Crisis", Stephanie Sanders-Smith and her co-authors use Bourdieusian theory to address how the COVID-19 pandemic affected five teacher candidates who worked with a racially, culturally, and socioeconomically diverse group of young children. [Extracted from the article]

They argued that the empirical research base for specific and generally applicable teaching behaviors was thin and that the competency-based, teacher-training programs that arose in the late 1960s and early 1970s did not have a greater amount of empirical support than other teacher education programs. The essence of this approach was conceptualizing teacher education as a formal educational process intended to ensure that the behaviors of prospective teachers matched those of "effective" teachers. When teacher education was constructed as a training problem, the point of research on teacher education was the identification or the invention of transportable teacher-training procedures that produced the desired behaviors in prospective teachers. Teacher Education as a Training Problem During the period from roughly the late 1950s to the early 1980s, teacher education was defined primarily as a training problem. [Extracted from the article]

Indeed, all forms of teacher education, wherever they occur, may be considered alternative pr... Teacher Knowledge In the early 1980s, having moved from Michigan State to Stanford, my students and I began asking not, How do teachers think and make decisions? Our current conclusion is that the field is in serious need of low-stakes, high-yield instrumentation to monitor the vital signs of teacher development in ways that can guide teacher educators, professional developers, and ultimately teachers themselves. But we are embarked, in collaboration with a small number of teacher education programs, on a program to develop, field test, and experiment with a teacher educator's "toolkit." However, the teacher knowledge projects did not seek to document connections between teacher knowledge and student achievement. [Extracted from the article]

Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for "fixing" teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during the same time period, most major policy proposals regarding teacher education evaluation and accountability have said very little about equity. This article makes an argument for equity-centered teacher education evaluation and accountability by highlighting nine innovative examples that collectively illustrate what it means and what it looks like to position equity at the center of teacher education evaluation/accountability. Together, these examples are intended to be generative, providing a lens into how the interrelated dimensions of strong equity-centered evaluation play out at different sites of practice and how equity initiatives emerge and operate at different levels of policy. [ABSTRACT FROM AUTHOR]

With regard to teacher agency and teacher education, the most salient aspect of the UNESCO report is its focus on teachers (and we would add here, teacher educators) as critical transformative agents (e.g., [13]). Teacher/Teacher Educator Agency as an Emergent Phenomenon There are many conceptions of teacher agency that focus on teachers' capacities to make principled choices, act responsibly, and/or be innovative ([18]). There are many issues related to teacher/teacher educator agency (including but not limited to conceptualizing agency as a phenomenon, transformative agency and social change, and agency and knowledge/knowing) that are of great interest in teacher education and are being investigated by researchers around the world. Teacher/Teacher Educator Agency, Inquiry, and Knowing For many years, the idea of teachers as agents who generate knowledge, rather than simply receive or apply it, has been important in teacher education. [Extracted from the article]

Policymakers' neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers' objectives and what it means to be a teacher. Yet, little is known about the impact of these neoliberal reforms on preservice teachers. In this article, we begin to attend to this issue by examining how a sample of preservice teachers made sense of their role as teachers and the profession they are entering. We then analyze whether such sensemaking reflects policymakers' neoliberal framing of these constructs. Based on these findings, we outline opportunities for teacher educators to work with their preservice teachers to interpret, critique, and respond to policymakers' neoliberal reforms. [ABSTRACT FROM AUTHOR]

Preservice teachers' schooling during their "apprenticeship of observation" has long been a focus of attention in teacher education as it is seen as influential in the development of teacher beliefs and in limiting preservice teachers' openness to alternative conceptions of teaching. Looking through the lens of autobiographical memory, the research engaged 42 preservice teachers in semi-structured interviews exploring their talk about secondary schooling experiences. This research found that the participating preservice teachers agentically constructed nuanced schooling memories. Rather than their experiences of schooling practices imposing conceptions of teaching on them, participants were selective in encoding and recalling practices congruent with their goal of becoming a teacher. While acknowledging the important contribution of the apprenticeship of observation construct, these research findings suggest that when viewed through the lens of autobiographical memory, the construct is more nuanced than commonly presented, and, thus necessitates further consideration by teacher educators. [ABSTRACT FROM AUTHOR]

This study investigated developmental trajectories of novice elementary teachers' efficacy beliefs (i.e., personal teaching efficacy and outcome expectancy) and their mathematical knowledge for teaching (MKT). Overall, study findings indicated growth in participants' personal efficacy beliefs and in various assessments for dimensions of MKT. Additional relationships between participants' MKT trajectories and their mathematics efficacy beliefs trajectories were found. Findings from our study can help teacher educators, researchers, and school leaders in better understanding how novice teachers develop their MKT and their teaching efficacy beliefs during the teacher education program and in their first years of teaching. [ABSTRACT FROM AUTHOR]

Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students' thinking, we documented shifts in teachers' framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education. [ABSTRACT FROM AUTHOR]

Although both teacher educators and preservice teachers state that preservice teacher inquiry is relevant and interesting, there is less agreement with respect to preservice teachers' expectations to undertake inquiry as part of their teaching. For instance, the effectiveness of the cooperating teacher was not associated with teacher persistence (c.f., CAEP Standard 2.2), but matching school type (i.e., elementary) and student characteristics between the student teaching school and the initial employment school were associated with greater teacher persistence. Van Katwijk et al. (this issue) examine the purpose and value of preservice teacher inquiry in primary TPPs in the Netherlands through including both teacher educators' and preservice teachers' views. Conversations about teacher education programs, teacher candidates and the place of inquiry, teacher effectiveness, reflection, and professionalization in teaching must continue. [Extracted from the article]

This study aims to gain insight into the perceived purpose and value of preservice teacher inquiry in Dutch primary teacher education by teacher educators and preservice teachers at the undergraduate level; it also assesses the implementation of teaching and learning activities, and learning outcomes associated with teacher inquiry. In the Netherlands, inquiry competence in primary teacher education develops over a 4-year period, resulting in students' completion of capstone projects using practitioner inquiry. The authors combine a survey with focus groups of teacher educators and preservice teachers from eight institutes. They find differences between preservice teachers' perceptions of the implementation of inquiry competence and teacher educators' visions and perceptions of such implementation. All participants, students and educators, believe inquiry to be valuable and perceive learning outcomes of inquiry to be enriching, yet about half of the preservice teachers do not to expect to undertake inquiry in their future teaching jobs. [ABSTRACT FROM AUTHOR]

Teachers commonly use sites such as Pinterest, TeachersPayTeachers.com, and Instagram to support their lesson planning. Developing a critical lens toward the use of these sites in teacher education is imperative, yet little research has been published outlining how this might be done. This study investigates how 44 teacher candidates (TCs) across two methods courses altered their thinking about the use of sites such as Pinterest, TeachersPayTeachers.com, and Instagram after experiencing explicit instruction and practice in 21st-century critical curriculum literacy. Findings indicate that TCs developed a more critical lens toward these sites, yet the inclusion of critical pedagogical content knowledge within 21st-century critical curriculum literacy is essential to develop a critical lens toward specific resources. Implications include how teacher educators might continue to develop 21st-century critical curriculum literacy in TCs and directions for future research. [ABSTRACT FROM AUTHOR]

Although teacher education researchers have long claimed their commitment to successfully preparing teachers to educate students of Color—a growing majority in U.S. schools—notably absent from their attempts are the voices of teachers of Color. This silence often results in pathological portrayals, positioning teachers of Color as the problem while obscuring the pervasive, problematic, and harmful Whiteness of teaching and teacher education. In this context, inspired by James Baldwin's letter-essays and centering truthtelling as theoretical framework, eight tenured New York City public school teachers of Color and a teacher educator of Color engaged in collective analysis of a truthtelling exercise focused on what practitioners and institutions of teacher education can and should learn from teachers of Color to develop an antidote to the overwhelming Whiteness of teaching and teacher education, which has been shown to disproportionately disadvantage students of Color. Herein, we offer a composite counter-story—a letter to White teacher educators and, in fact, teacher educators of any racial identification who are in any way aligned with protecting and upholding Whiteness—revisiting our own nuanced memories of becoming and being teachers, unveiling teacher education's epistemic violence, and issuing a call to action. [ABSTRACT FROM AUTHOR]

The racial and linguistic diversity of U.S. classrooms has drawn attention to the intersecting dynamics of race, racism, and language learning in teacher education. While most studies in this vein focus on teachers, almost no research has focused on teacher educators themselves. Therefore, this study draws on interviews with teacher educators to document how they addressed—or more often, evaded—the topics of race and racism. Participants (n = 33) were instructors for state-mandated courses on teaching emergent bilinguals for general educators across the state of Massachusetts. Through the lens of poststructural discourse analysis, the findings of this study demonstrate that race-evasiveness is not a byproduct of passive omission, but instead involves active, discursive effort. These findings underscore the importance of individual and collective efforts to disrupt race-evasiveness, but also illustrate the limits of surface-level race-intentionality for advancing antiracism in teacher education. [ABSTRACT FROM AUTHOR]

In this study, we investigated how an experienced fourth-grade teacher responded to her students' thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice. We present two key outcomes based on the findings of this work. First, we show how a formative assessment context situated outside of instruction can engage teachers in practice-based noticing. Second, we present an emerging framework of the responding component of teacher noticing and discuss how it can be used by teacher educators to engage teachers in analytic work in ways that reveal the relationships between what teachers see in students' thinking and how, when, and toward whom they respond. [ABSTRACT FROM AUTHOR]

Studying educators' processes of learning to queer their practice has prompted us to think differently about our own praxis as teacher educators. Thinking differently has meant bringing the assumptions of queer theory and pedagogy to bear on our understanding of what is involved for teachers as they engage with difficult knowledge surrounding gender and sexual diversity in schools. In other words, it has meant organizing our approach to professional development around the assumption that learning, like pedagogy, is a "pretty queer thing." In this article, we present a conceptual argument for bringing a queer pedagogical lens to bear on teachers' professional learning in and beyond gender and sexual diversity–focused contexts. [ABSTRACT FROM AUTHOR]

One of the key partnerships in teacher education is the collaboration between university-based educator preparation programs and local schools for teacher candidates' clinical placements and field experiences. In addition to classroom-based practices, teacher educators have long been advocating for teacher education field experiences beyond schools to include meaningful community partnerships (e.g., [16]; [21]). During the pandemic, some teacher educators were able to offer teacher candidates alternative opportunities to engage with families and attend to the social emotional well-being of both students and families ([6]). A university-community partnership in teacher education from the perspectives of community-based teacher educators. [Extracted from the article]

This study examined factors linked to novice general education teachers' perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers' perceptions of preparedness to work with multilingual students. [ABSTRACT FROM AUTHOR]

In this review of the literature, we draw on critical race theory, critical whiteness studies, and critical pedagogy to examine teacher educators' race-visible efforts in preservice teacher education and inservice teacher professional development. Our review specifically centers on race and racism in teacher education because race is often silenced or largely unaddressed in teacher education programs and teacher professional learning. Through a systematic search of electronic databases and a hand search of journals in this research area, we located 39 peer-reviewed articles published at the intersection of race, white teachers, and teacher education. Findings reveal the kinds of race-visible instructional practices used by teacher educators to scaffold race consciousness as well as larger themes teacher educators and education researchers encounter in their work related to race with preservice and inservice educators. We conclude with a discussion of our findings and offer future directions for continued research and practice. [ABSTRACT FROM AUTHOR]

Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators. We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical strategy with teacher candidates and practicing teachers. Teacher educators may also benefit from participating in virtual communities alongside teacher candidates and practicing teachers. Teacher educators' ability to foster a pedagogy of connection with teacher candidates and practicing teachers is necessary to help them understand the full scope of students' academic, social, and emotional needs and how to effectively respond ([1]). [Extracted from the article]

In this article, the authors push back against "unnatural invisibility" and stereotypes of Asian American women by introducing a culturally informed coalitional resistance framework. Drawing from elements of Community Cultural Wealth (CCW) and AsianCrit, we use the framework to discuss the evolving microaggressions we have faced in teacher education spaces and how we have survived through them. We examine marginalizing experiences each of us has faced along multiple axes of oppression across our careers, the forms of resistance we could (or chose not to) enact in specific contexts and moments, and how, through coalitional resistance, we are reclaiming our collective right to thrive and be recognized for our contributions as teacher educators. We conclude by offering implications of coalitional resistance for fellow teacher educators of color and those who wish to support them. [ABSTRACT FROM AUTHOR]

Given the strong influence of teachers educators' pedagogical modeling on new teachers' capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half (n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning. [ABSTRACT FROM AUTHOR]

Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers' professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology. [ABSTRACT FROM AUTHOR]

The work of preparing teachers and adequately supporting them in schools requires that we ensure their ability to meet the academic, socioemotional, and sociocultural needs of young people. The need to rapidly shift educational practices challenges educators and teacher educators to recognize the magnified disparities, attend to the augmented complexities, and engage in scholarly endeavors that contest practices that perpetuate inequity in educational spaces ([7]; [20]). Exploring the perspectives of teacher educators of color: What do they bring to teacher education?. [Extracted from the article]

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. [ABSTRACT FROM AUTHOR]

This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about learning, development, and research are weak; and (c) an individualistic framing situates the locus of change on teacher-practitioners. Hybrid spaces that bring theory and practice together are discursive spaces. Both the strengths and limitations of existing discursive identities need to be acknowledged, and multifaceted and complex practitioner identities explored. This article contributes to the integration of practitioners into the wider community of teacher educators in the university. [ABSTRACT FROM AUTHOR]

This issue of the I Journal of Teacher Education i highlights two challenges of creating and documenting high-quality teacher education. A study of first-year teachers in Chicago ([19]) focuses on the clinical component of teacher preparation programs, looking for features of programs that are good predictors of desired outcomes. How methods instructors and program administrators promote teacher education program coherence. [Extracted from the article]

A relatively new phenomenon in teacher education involves preservice history teachers conducting fieldwork in museums, archives, and other cultural institutes. However, researchers have yet to generate understandings supported by empirical observations of the inner workings of such fieldwork experiences. Using interviews, observations, and artifacts, this article analyzes the pedagogies historians, archivists, and museum educators use when adopting the role of teacher educators. Findings offer possibilities for a collaborative and site-based structure of teacher education, running contrary to traditional models. Important to the development of preservice history teachers, mentors at cultural institutes conceptualize their work through an inquiry lens, growing intuitively out of their work as disciplinary experts. In addition, educative mentoring, while typically conceived of as a classroom-based method, was observed in practice at cultural institutes. This article concludes by offering suggestions for applying principles from this model to existing preservice teacher education programs. [ABSTRACT FROM AUTHOR]

Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates (n = 75) across eight teacher preparation programs (TPPs) in two states, we examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance. In the process, we contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers. [ABSTRACT FROM AUTHOR]

Internet resources abound for preservice teacher (PST) use today, but we do not know how they choose and describe their implementation of them. This study investigates 158 elementary PSTs' lesson plans across eight courses to describe plan inspiration and justification. PSTs reported being inspired by cooperating teachers (CTs), friends and family members, university courses, and Internet resources. In some cases, these PSTs simply followed lesson plans given to them. In other cases, they collected, curated, synthesized, and applied ideas based on inspirations, showing dispositions of New Literacies Theory. This study provides evidence that teacher educators need to engage PSTs in intentionally developing the skills of curation by acknowledging and modeling the depth and breadth of resources, including those that are not necessarily sanctioned. Implications include ways that teacher educators can frame PSTs' understandings as they critically consume online resources through Critical Curation Theory. [ABSTRACT FROM AUTHOR]

Perhaps if the only challenges teachers and teacher educators were confronting were what to do about DEI, the efforts might be manageable. The DEI climate in which teachers and teacher educators are attempting to do their work has shifted. Since March 2020, we have been speaking and writing to teachers, administrators, parents, community members, teacher education students, and teacher educators to inquire about the multiple stressors stakeholders face. [Extracted from the article]

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. [ABSTRACT FROM AUTHOR]

This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specific LRT dimensions. The ways in which the components of each activity system integrated LRT have implications for both theory and practice. Specifically, our findings highlight the need for program-wide coherence in teacher preparation and for comparative analysis examining teacher education across diverse policy contexts. [ABSTRACT FROM AUTHOR]

Today's schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of teachers, including those spanning licensure areas. This research probed one university's efforts to prepare all teacher candidates for this growing subgroup of students through a field-based undergraduate teacher education program in the urban Midwest. Using artifact data from 29 program completers and survey and interview data from five focal teachers spanning licensure areas, this study investigated how particular facets of the field-based program promoted or deterred candidates' learning across the 4-year program and into teachers' first year of teaching. Implications center on how universities can leverage field-based teacher education to prepare future teachers for diverse classrooms. [ABSTRACT FROM AUTHOR]

As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, we investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. We focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students' ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to "flip" the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course (N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed. [ABSTRACT FROM AUTHOR]

With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one's own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students' reflections on the writings as tools, we offer implications for teacher education. [ABSTRACT FROM AUTHOR]

After 20 years, the research on empathy in teacher education has grown tremendously. This concept originally explored in our article 20 years ago, raised questions regarding the type of empathy and its potential implications for preparing culturally responsive teachers. Though research on empathy has increased 3-fold, teacher educators still struggle in our preparation of effective teachers for all children. One positive step forward in this recent line of research has been the centering of empathy in a more critical frame cautioning us against the concept of inauthentic or false empathy, as well as questioning whether empathy is enough. [ABSTRACT FROM AUTHOR]

Despite the potential of video for professional learning, the field lacks an integrated framework to inform teacher educators' pedagogical decision making, particularly in the context of preservice teacher education. This article aims to make a conceptual argument about productive ways of using video in preservice education contexts. Drawing on situative and sociocultural perspectives, we theorize how and under what conditions video can be used productively. We discuss existing frameworks and tools that guide the design of video-embedded learning environments. We then present an integrated framework, the principled use of video (PUV) to specify principles, processes, and key considerations for creating a system of video-embedded activities. The merits and potential pitfalls of the PUV framework are discussed using an illustrative case. We argue that productive use of video that facilitates the desired learning of preservice teachers involves attention to both the learning ecology and underlying theories of preservice teacher learning. [ABSTRACT FROM AUTHOR]

Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates' perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education. [ABSTRACT FROM AUTHOR]

Progress in elevating student scores on achievement tests has been frustratingly slow, but we are making progress in generating knowledge that can support teacher educators in educating teachers who can address these complex issues. Teacher educators are making progress in applying our body of knowledge to the most pressing challenges in teacher education, designing and using multiple measures of success, and demonstrating our impact. The teacher pay penalty has hit a new high: Trends in the teacher wage and compensation gaps through 2017. Beyond damage-centered teacher education: Humanizing pedagogy for teacher educators and preservice teachers. [Extracted from the article]

Facilitating discussions in English Language Arts can develop students’ skills as speakers and listeners and their ability to engage with diverse perspectives. However, classroom observations often demonstrate a lack of student talk, raising questions about the complexity of facilitating discussion and teachers’ opportunities to learn and hone the practice. In this article, we discuss how teacher educators leveraged a collaboratively designed specification of the practice of facilitating discussions to attempt some alignment across three programs. The teacher educators reached what we call alignment amid variation. There was consistency in the stances regarding the role of children in classrooms and understanding of the purposes for and key aspects of the practice that allowed for alignment amid variation in their work with novice teachers across programs. Our findings have implications for considering the work of cross-institutional collaborations to improve teacher preparation and K-12 student learning. [ABSTRACT FROM AUTHOR]