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In this mixed methods case study, we explored the extent to which novice teachers in one institution were prepared to respond to homework-related concerns, be these in favor of or against the practice. We queried three sources of information: teacher educators, methods course syllabi, and national/state accreditation standards for teacher preparation. Findings revealed several key themes, including challenges inherent in guiding preservice teachers as they navigate homework policies. In addition, even though teacher educators believed it important to prepare preservice teachers for the inherent complexity of homework practices, they provided minimal guidance on how they might address such concerns. Syllabus and standards reviews showed that neither addressed homework-related issues. We discuss implications for preservice teacher preparation. [ABSTRACT FROM AUTHOR]

Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) constructed for an imagined "normal child" through white, nondisabled, English-dominant perceiving practices; and (2) enforced through carceral logics. Teacher educators can cultivate urban teachers' liberatory pedagogical tools, centering multiply-marginalized young children's power and agency so they might flourish. [ABSTRACT FROM AUTHOR]

This document, titled "Equity and justice: Imperatives for early childhood teaching and teacher education," explores the concepts of equity and justice in the context of early childhood education. The authors argue that these terms are often misunderstood and misused, leading to obstacles in achieving true equity and justice in education. They discuss the fallacies associated with equating equity and equality, the problems with conflating access and equity, and the limitations of curriculum standardization and normative tools in promoting equity. The authors also examine the concept of justice, emphasizing the need to prioritize healing and restorative practices over punishment. They call for a reconceptualization of quality early education that is inclusive and expansive, challenging restrictive and exclusionary practices. The document concludes by urging readers to critically consider these issues and work towards achieving equity and justice in early childhood education. [Extracted from the article]

Alice E. Ginsberg's book, "Transgressing Teacher Education: Strategies for Equity, Opportunity, and Social Justice in Urban Teacher Preparation and Practice," sheds light on the discrimination and inequality that still exist in American primary schools, particularly against students of color. Ginsberg explores the origins of this discrimination and suggests specific initiatives to achieve educational equity. She emphasizes the need for culturally relevant curriculum, encouraging teachers to frame their teaching in a way that recognizes and values students' cultural backgrounds. Ginsberg also addresses issues of discipline policies that disproportionately affect students of color and calls for a more democratic and equal school environment. [Extracted from the article]

Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers' digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers' experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers' perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners. [ABSTRACT FROM AUTHOR]

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]

Accompanying a senior methods course, 19 teacher candidates at Southeastern Louisiana University participated in a semester-long social studies fifth grade mentorship at an International Baccalaureate World School. Teacher candidates identified factors they perceived to affect the success of the experiential learning experience through reflections, discussions and questionnaires. Some factors identified were student accomplishment and communication. The impact on attitudes toward teaching social studies was also explored. Nine teacher candidates' feelings remained unchanged because of the experience, eight were positive; two were negative. This study informs teacher educators who include or intend to include experiential learning in their courses. [ABSTRACT FROM AUTHOR]

Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher preparation practices published in peer-reviewed journals between 2002–2019. Although I find that very few studies address issues of internal validity, measurement, and external validity, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations. [ABSTRACT FROM AUTHOR]

Drawing from the narrated experiences of teacher educators (TEs) at different institutions, this paper analyzes TEs' perceptions of support related to their work in teaching about race and racism. TEs varied in the extent to which they viewed their institution as supportive, and they identified factors that signaled that their institution supported teacher learning about race and racism. TEs also described how their racial identities and positional privilege related to tenure status informed engagement with peers both for providing and seeking support. Implications for teacher education programs in providing support for TEs who teach about race and racism are discussed. [ABSTRACT FROM AUTHOR]

Teacher educators have a limited amount of time to prepare candidates for becoming political change agents. Therefore, we have to understand the efficacy of preparation efforts. As a result, we developed the Equity Scenario Response Survey to understand our candidates' preparation of their sociopolitical identity, defined by equity knowledge and skills. Findings from quantitative analyses revealed a reliable and valid scale, while qualitative analyses provided rich information about candidates' understanding and application of skills. Overall, the utilization of quantitative and qualitative methods allowed researchers to understand from a critical race perspective, the preparedness of candidates' sociopolitical identity to confront inequities. [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]

Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members' perspectives on their preparation for and experiences in the role of teacher educator. Participants included 23 faculty members and data were collected through interviews over five years. Research team members analyzed the data using both deductive and inductive analysis strategies. Data analysis resulted in three themes that unpacked participants' experiences relative to teaching in higher education. The findings indicated that in the United States (US), PETE doctoral education provides teaching opportunities, but lacks explicit teacher education training. Moreover, doctoral education focuses on research, but initial positions tend to focus on teaching, and PETE faculty members are compelled to develop into effective teacher educators. Taken together, faculty responsible for leading US PETE doctoral programs should consider the importance of embedding intentional and progressive teacher educator-related opportunities supplemental to graduate program requirements. [ABSTRACT FROM AUTHOR]

While Sada Harbarger is primarily known as the author of the first genre-based technical communication textbook, 1923's English For Engineers, I argue through extensive archival materials that her innovative conferencing with engineering students and interdisciplinary writing efforts, rather, drove her interwar success at Ohio State. Her rural agricultural background and acquaintance with the engineering faculty, combined with her literature training, led to OSU's engineering faculty demanding successfully that English promote her without reference to her textbook. Harbarger is also a notable early example of navigating being a female professor teaching engineering writing in a male-dominated English literature department. [ABSTRACT FROM AUTHOR]

Dr. Sarup Mathur is the Ryan C. Harris Professor of Special Education in the Division of Educational Leadership at Arizona State University. She is nationally recognized as a leader in the fields of emotional and behavioral disorders and juvenile justice, particularly specializing in the areas of social skills and re-entry of adjudicated youth. She has been the co-editor of a yearly special issue of Education and Treatment of Children on severe behavior disorders of children and youth, is the former secretary and president of the Council for Exceptional Children's Division of Emotional and Behavioral Health, and has enabled teachers in juvenile justice to support adjudicated youth by developing transitioning planning processes. She has written numerous scholarly articles, published and edited books, and has secured extensive grant funding to support the training of doctoral students specializing in working with adjudicated youth. [ABSTRACT FROM AUTHOR]

The success of teachers is tied to their effectiveness in managing student behavior. In this meta-analysis, we identified 49 single-case-design studies that evaluated the effectiveness of teacher training on their implementation of behavioral support strategies. Training was most often provided in a one-on-one format (n = 18) and included ongoing coaching (n = 20). Thirty-three of the 49 designs met What Works Clearinghouse standards with or without reservations. The overall between-case standardized mean difference effect size was d = 1.50. We analyzed and grouped teacher- and student-level outcomes as a result of training into five domains: (a) teacher-delivered praise (d = 1.94), (b) teacher desirable behavior (e.g., treatment fidelity; d = 1.22), (c) teacher undesirable behavior (e.g., reprimands; d = 0.87), (d) student desirable behavior (d = 1.88), and (e) student undesirable behavior (d = 1.22). Across all studies, the combined nonoverlap of all pairs scores ranged from 0.37 to 1.0 (M = 0.866). We discuss future areas of research as well as implications for teacher training in behavioral support implementation. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine instrumental music lessons taught for schoolchildren over the radio by Joseph Maddy in the 1930s and early 1950s. Research questions addressed (a) conditions, circumstances, and details surrounding the lessons and (b) pedagogical principles, strategies, methods, and didactic materials utilized in these broadcasts. Maddy, a pioneer in music education and a professor at the University of Michigan, taught band instruments over WJR in Detroit beginning in February 1931. He added lessons for strings in January 1933 and continued both series for the next four years. After a successful trial over WMAQ in Chicago during the 1935–1936 school year, the National Broadcasting Company (NBC) scheduled Maddy's band lessons nationwide starting with the 1936–1937 season. Maddy expanded the program beginning fall 1937 to include winds, percussion, orchestral strings, piano, accordion, and fretted instruments. The broadcasts ended in spring 1939 due to lackluster sales of instructional materials and other factors. String lessons returned in February 1950 and continued locally through the fall of 1951 over WUOM at the University of Michigan. These programs contributed to the development of school bands and orchestras in North America and hold implications for distance learning in music today. [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]

Early childhood (EC) professionals are valuable educators and teachers, and their work involves being caregivers, yet the effects of the COVID-19 pandemic have highlighted the lack of 'caring about' and 'for' EC professionals. With the increasing focus on educator wellbeing, this paper explores how eight EC professionals understand the role of care for their wellbeing. Drawing upon a feminist ethics of care, this paper interrogates the role of care in the everyday professional work lives of educators. The findings reveal that while EC professionals understand the importance of self-care, however, their self-care is more likely to be prioritised when it is promoted by leadership (e.g., centre directors, organisational). This study also found that EC professionals need to receive care through recognition by parents, centre leaders and colleagues. [ABSTRACT FROM AUTHOR]

Students with emotional and behavioral disorders (EBD) can exhibit severely challenging behaviors that lead to events of crisis in an inclusive classroom. This article provides practitioners with an overview of the cycle of dysregulation experienced by some students with EBD. The article includes descriptions of stages in the dysregulation cycle, observable behaviors of students "in" the various stages, and step-by-step directions for teachers and other education professionals aiming to guide students successfully through each cycle stage and prevent further crisis. [ABSTRACT FROM AUTHOR]

Many general education teachers have indicated they do not feel well prepared to meet the academic and behavioral needs of students with extensive support needs (ESN). Although teachers cite limited training, preparation, and experience as notable barriers to general education placements for students with ESN, the opportunity and success of the inclusion of students with ESN in general education, should never be dependent on the previous preparation of teachers. To address and reduce some of the identified barriers, this article proposes ways in which many strategies commonly used for instruction with students without disabilities can readily be adapted to allow not only access for students with disabilities but to also promote active engagement and progress towards learning the general education content standards. [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]

Background: Pedagogical approaches to learning about LGBTQI+ themes and experiences remain a largely understudied topic in teacher education. This is partly due to anxieties around exploring these themes in nuanced and sensitive ways, with many teacher educators feeling ill-equipped to navigate the complexities of exploring so-called "difficult knowledge." Purpose: In response to this, the purpose of this paper is to offer reflections on the pedagogical value of comedy for exploring such themes and experiences in teacher education, focusing especially on the situational comedy (sitcom) Schitt's Creek. We turn to comedy given our interest in the capacity of comedic modalities to offer "slantwise" pedagogical encounters with LGBTQI+ themes and experiences, that is, nonaffronting encounters that resist damage-centered narratives of LGBTQI+ people and are open to multiple queer futures. Research design: In exploring how the sitcom offers teacher educators and student teachers these kinds of encounters, we provide a reading of three episodes of Schitt's Creek through a "queer utopian" lens. We analyze a purposive sample of episodes from the series that speak directly to LGBTQI+ themes and experiences. We accompany this analysis with prompts for teacher educators to use in discussing these episodes in the teacher education classroom. Conclusions: We suggest that the sitcom offers teacher education an opportunity for student teachers and teacher educators to access a queer utopianism that can be encountered not only in the specifics of Schitt's Creek 's plotlines, characters, and/or settings, but also, perhaps more primarily, through the affective dimensions of watching the sitcom itself. The piece comes to a close with some thoughts on the significance of comedy for exploring the relationship among affect, education, and social justice more generally. [ABSTRACT FROM AUTHOR]

Context: This critical narrative study analyzes the discursive means by which the educational nonprofit AVID acculturates teacher educators and teacher preparation programs to its ideological network. Through scenes reconstructed from Cornell notes taken at an AVID Summer Institute, the author examines his double identity as an AVID for Higher Education (AHE) trainee, simultaneously alienated as a social justice educator but complicit in co-constructing AVID's target white neoliberal identity. Purpose: This article aims to encourage resistant risk-taking among critically leaning educators who may find themselves either avoiding white neoliberal educational reform activities taking place in their programs or complying with them against their better judgment. By co-conspiring to carry out critical interventions during white neoliberal reform activities, or by conducting critical "underground" research as this article exemplifies, white neoliberal educational reform may be decentered and more space opened for anti-oppressive pedagogies in teacher education. Research Design: This study combines autobiographical and arts-informed methods from narrative inquiry to examine the double identity that emerged for the author during AHE training. Beginning with critical Cornell notes taken and kept "underground" during training, the author turns to Fyodor Dostoyevsky's novella Notes From Underground as a guide to analysis, showing that critical resistance to the culture of positivism white neoliberalism promotes is both long-standing and not won by working alone. Recommendations: The article recommends that, in the struggle to center racial and social justice in teacher education, critical educators should co-conspire and actively seek out white neoliberal reform activities, prepared to intervene with knowledge not only from critical theories but from the histories of race that drive the discourses reform organizations use to acculturate teacher educators to their ideological networks. [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]

Functional communication training (FCT) is a strategy to address problem behavior for students with various disabilities that is supported by a broad evidence base. Despite this support, multiple factors continue to dissuade educators from utilizing FCT in their classrooms. This article outlines the process of developing and implementing FCT plans through an efficient approach that includes essential components and tools to aid application while also highlighting potential pitfalls for practitioners to avoid. [ABSTRACT FROM AUTHOR]

Research consistently shows that solid assessment designs lead to better student learning outcomes. The development of well-designed assessments presents a challenge to preservice teachers in their attempts to master the process and to the teacher educators who instruct them. This exploratory study examined strategies for teaching assessment design utilized by 87 teacher educators in the United States. Analysis of the results showed that expository, collaborative, and hands-on approaches were used, with assessment approaches aligning to structured or unstructured approaches. Data also revealed that the participants tended to focus more on the vocabulary related to assessments rather than the strategies for design. [ABSTRACT FROM AUTHOR]

The transition to fully or partially online instruction for K–12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K–12 student learning in online settings in emergency situations but also, more troublingly, in K–12 online teaching and learning more generally. A systematic review of literature regarding K–12 online teaching and learning in the United States was therefore conducted to begin to fill this gap and to inform the work of policy makers, researchers, teacher educators, teachers, and administrators as they negotiate the changing role of online instruction in our nation's educational systems. The review revealed a set of contextual conditions that are foundational to student learning in K–12 online settings (prepared educators, technology access and autonomy, students' developmental needs and abilities, and students' self-regulated learning skills). The literature also pointed to seven pillars of instructional practice that support student learning in these settings (evidence-based course organization and design, connected learners, accessibility, supportive learning environment, individualization, active learning, and real-time assessment). [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic necessitated many adjustments to everyday teaching at higher education institutions. While face-to-face lectures were the preferred teaching method of teacher educators prior to the COVID-19 pandemic, the shift to online teaching was heightened during the COVID-19 pandemic. This paper draws attention to the shifts we transitioned to as teacher educators teaching and researching via online platforms-specifically Zoom—in the context of the COVID-19 pandemic. This study explored how three teacher educators used co-creative arts-based inquiry to deepen their understanding of their shifting teacher 'selves' as online users. Object-inspired narratives and poetic inquiry were employed to co-flexively engage with our shifting teaching experiences and question our feelings of discomfort teaching online. Framed conceptually by an ethics of care and collaborative-creativity, we discuss the tensions and possibilities we experienced, and shared through our scholarly online conversations via Zoom to think through the shifts in our teacher selves and teaching. We highlight our online teaching experiences amidst the uncertainty and disruption of the COVID-19 pandemic. We then share the methodological insight of collaborative arts-based inquiry and how it facilitated reflexive dialogues and deep conversations that ignited self-learning and collective insights into the potential and possibilities of online teaching. Findings highlighted that co-creative, online engagement enabled sharing of emotional experiences and offered possibilities for transforming teacher selves. In addition, co-creative, online engagement enabled the cultivation of relational scholarly thinking. The article highlights the methodological insight of co-creative arts-based research in productively disrupting instrumental university discourse of online teaching. [ABSTRACT FROM AUTHOR]

Dr. Michael J. Marlowe is emeritus professor of special education in the College of Education at Appalachian State University. An English graduate from the University of Kentucky, he has a PhD in special education from the University of Florida and a MS degree in elementary education from Indiana University. [ABSTRACT FROM AUTHOR]

Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate discussion, framed by a set of noticing lenses: noticing for collaborative communication, content learning, and equity. We asked: As they reflected on their first attempts at facilitating discussion in diverse secondary ELA classes, what did preservice teachers (PSTs) notice about their discussion practices and students' engagement and response patterns? Participants: Our study features an inquiry course in a teacher credential program. Participants were 83 PSTs pursuing secondary English credentials, student teaching in diverse classrooms. Three-fifths identified as White, with 39% identifying as PSTs of color. Design: We constructed a database of multipage essays in which PSTs reflected on videotaped discussion tryouts. We developed a coding scheme from research literature and emerging themes from data review to capture what PSTs noticed. We organized themes conceptually using and adapting a multi-lens noticing framework. Additionally, we constructed vignettes to explore ways two PSTs were noticing discussion engagements among their diverse learners. Results: We found evidence of all three noticing lenses in the data. Of the three lenses, collaborative communication was densest. PSTs were preoccupied with "getting students talking." PSTs also reflected on attempts at co-constructing meaning and tracking flow of ideas. Three-fourths documented noticing of cross-content literacy development. Fewer PSTs demonstrated attending to collaborative interpretation of literary works, an important aspect of ELA-specific discussion. Although PSTs were beginning to leverage cultural and linguistic knowledge, many were not yet responding to or educating about racism and other forms of bias. To demonstrate multi-lens noticing in practice, we present two vignettes of how PSTs interpreted salient moments in classroom discussion. Conclusions: Our research provides a launching for understanding what PSTs notice in early stages of leading discussion and highlights what is needed to jump-start this process early. Findings underscore the need to build authentic and tangible discussion-leading practice, with deeper attention to ELA disciplinary goals and equity. Our study highlights a framework as an analytical and pedagogical tool to help PSTs organize and reflect on emerging discussion practices. Framework and findings may serve as a heuristic for teacher educators committed to fostering learning about equitable discussion. [ABSTRACT FROM AUTHOR]

This qualitative study explored the experiences, and specifically the challenges, of white elementary student teachers in an urban setting. One of the most interesting findings from this study involved the varied levels of engagement with the school curriculum. Although every Urban Student Teacher (UST) embraced the curriculum, data showed multiple levels of involvement defined as critiquing, tinkering, and creating. While challenging, USTs who created units of study found ownership of the curriculum satisfying. The aim, then, is for teacher educators to encourage student teachers to embrace challenges that come with teaching and view them as a way to learn. [ABSTRACT FROM AUTHOR]

This article reports on how the policy context shaped the development of two elementary preservice teachers' (PSTs) literacy instructional practice. While student teaching emergent bilingual students in urban, high-poverty classrooms that utilized mandated scripted literacy curriculum, PSTs completed edTPA, a Teacher Performance Assessment, for their credential. Participants' edTPA lessons represented the only time PSTs taught literacy outside the mandated curriculum's script and in ways that were more aligned with their—and their teacher education program's—ideals. Findings from this study show that it might be possible for PSTs and teacher educators to appropriate edTPA for their own purposes. [ABSTRACT FROM AUTHOR]

Teacher educators can use rehearsal to enhance special education teacher candidates' mastery of foundational teaching practices. Rehearsals (i.e., brief practice teaching segments) are conducted within college and university courses and are intentionally different from field-based or clinical practice. The use of rehearsal reflects a practice-based approach to teacher preparation that can be incorporated within special education instructional methods and behavior management courses. This article provides an overview of what rehearsal is and how teacher educators can incorporate rehearsals within their courses using an explicit instruction framework. The article concludes with a sample lesson illustrating how special education teacher educators can use rehearsal to teach candidates how to increase opportunities to respond using a student-response routine. [ABSTRACT FROM AUTHOR]

To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This article provides an overview for special educators on how they can support general education teachers in providing research-based practices for students with low vision in their classroom. Description of effective practices along with resources helpful for continuing professional development are provided. [ABSTRACT FROM AUTHOR]

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]

This study enacted and supported a scaffolding process to improve preservice teachers' (PSTs') assessment literacy as they experienced school placement. It is crucial to create opportunities that enhance PSTs' understanding of assessment literacy, helping them to reconsider conceptions previously developed as school students (socialisation experiences) and to gain an appreciation for the benefits assessment affords students in their learning. Assessment literate teachers can enact appropriate assessment practices that can improve students' learning and the teaching-learning process while providing opportunities for students to regulate their learning. Eight physical education PSTs working with the same university supervisor took part in the study. Data were collected through individual and focus group interviews, post-seminar reflections and testimonial surveys, researcher's field notes, and PSTs' school placement reports. This study highlighted that supportive, practical and critical participatory approaches are crucial to encourage PSTs to question and change their assessment conceptions, and to improve their assessment literacy. Results also showed that, despite struggling to avoid practicing what they experienced as school students (i.e. socialisation experiences), PSTs can alter their assessment understanding and practices to incorporate assessment for learning principles. Teacher educators are encouraged to consider how they can best acknowledge and address the pre-conceived assessment conceptions PSTs bring into these programmes. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the co-construction of an action research (AR) experience between a teacher educator and pre-service teachers (PSTs). Participants were six PSTs and a teacher educator who supervised their school placement. The teacher educator introduced the PSTs to, and facilitated them through, the AR process while creating an environment in which participation, co-construction, and shared investment were key elements across the group. A critical friend assisted the teacher educator to facilitate the PSTs' experience of AR. Data included (i) audio-taped weekly discussions between the teacher educator and PSTs, (ii) the teacher educator's field notes, (iii) audio-recorded weekly discussions between the teacher educator and critical friend, and (iv) semi-structured post-interviews with PSTs and the teacher educator. Data were analysed qualitatively using the constant comparison approach. Results indicated that the three crucial aspects of a co-constructed AR experience were: centrality of the critical friend, the teacher educator sharing her experiences of AR with PSTs, and creating of a collaborative and supportive learning environment across AR cycles. In conclusion, this study indicates that there needs to be a shift in the understanding of how best to support a shared learning space where we can discuss and encourage each other in co-constructive ways. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic necessitated many adjustments to everyday teaching at higher education institutions. While face-toface lectures were the preferred teaching method of teacher educators prior to the COVID-19 pandemic, the shift to online teaching was heightened during the COVID-19 pandemic. This paper draws attention to the shifts we transitioned to as teacher educators teaching and researching via online platforms-specifically Zoom--in the context of the COVID-19 pandemic. This study explored how three teacher educators used co-creative arts-based inquiry to deepen their understanding of their shifting teacher 'selves' as online users. Object-inspired narratives and poetic inquiry were employed to co-flexively engage with our shifting teaching experiences and question our feelings of discomfort teaching online. Framed conceptually by an ethics of care and collaborative-creativity, we discuss the tensions and possibilities we experienced, and shared through our scholarly online conversations via Zoom to think through the shifts in our teacher selves and teaching. We highlight our online teaching experiences amidst the uncertainty and disruption of the COVID-19 pandemic. We then share the methodological insight of collaborative arts-based inquiry and how it facilitated reflexive dialogues and deep conversations that ignited self-learning and collective insights into the potential and possibilities of online teaching. Findings highlighted that co-creative, online engagement enabled sharing of emotional experiences and offered possibilities for transforming teacher selves. In addition, co-creative, online engagement enabled the cultivation of relational scholarly thinking. The article highlights the methodological insight of cocreative arts-based research in productively disrupting instrumental university discourse of online teaching. [ABSTRACT FROM AUTHOR]

Efforts to "professionalize" early childhood through professional standards, licensure requirements, and standardized assessments have aimed to support effective practice and rectify the pay inequities experienced by early educators. However, such initiatives can inadvertently reinforce hegemonic developmentalism and have largely served to advance white, able-bodied norms and narrow views of teaching and learning. Teacher educators endeavoring to combat racism and ableism, therefore, can encounter several tensions that result from trying to apply critical perspectives while preparing pre-service teachers for graduation and certification in the current personnel preparation landscape. In this article, the authors employ Disability Critical Race Theory (DisCrit) Resistance to explore these tensions and offer potential ways they can serve as key opportunities for supporting equity. They discuss how teacher educators can enact DisCrit Curriculum, Pedagogy, and Solidarity to diversify the knowledge(s) that are represented in content; center and affirm the identities and gifts of multiply marginalized teachers of color; and disrupt power hierarchies to honor relationships and interdependence. [ABSTRACT FROM AUTHOR]

Dr. Cathy Kea is a professor of special education in the Department of Educator Preparation at North Carolina A&T State University. Dr. Kea's research interests focus on the intersection among general education, special education, and multicultural education, which she has labeled "a trilogy to be transformed." Her current research focuses on preparing preservice teachers to design and deliver culturally responsive instruction in urban classrooms as well as providing methods, materials, and philosophy to educator preparation programs (e.g., via syllabi, lesson plans, lectures). [ABSTRACT FROM AUTHOR]

The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional and behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally responsive approaches. The article outlines critical features of teacher education programs that can be modified using culturally responsive approaches to design field experiences and collaboration between schools and teacher education programs to meet the distinctive needs of students in urban environments. Teacher education program leaders can incorporate and use the recommendations to modify programs so that preservice special education teacher educators can be better prepared to be inclusive of all learners and meet their diverse needs. [ABSTRACT FROM AUTHOR]

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]