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Teacher candidates' sense of preparedness is integral to success as a teacher and longevity in the profession. Beyond preparing teacher candidates with content knowledge and pedagogy, elementary teacher preparation programs must be cognizant of teacher candidates' sense of preparedness and teacher candidates' concerns because of the impact each has on their future success. This yearlong study investigated elementary teacher candidate sense of preparedness across three U.S. institutions and across semesters. Qualitative data indicated that practical strategies during coursework and opportunities to apply theory to practice in actual classrooms had the biggest influence on feelings of preparedness. Teacher candidates felt well prepared to plan lessons and less prepared for classroom management, making accommodations and modifications, and assessment. While aspects of teacher candidates' sense of preparedness aligned with the study's theoretical framework, Fuller's concern theory, some teacher candidates never progressed to the concern with impact stage. Considerations for research and practice regarding teacher preparation programs are provided.

The purpose of this cross-sectional study was to compare teacher candidates' sense of self-efficacy across institutions and at two different points within the teacher preparation program. Teacher candidate characteristics such as age and hometown were also explored in relation to reported levels of self-efficacy. Data in this study were collected from 143 teacher candidates enrolled at three Midwest institutions utilizing the Teachers' Sense of Efficacy Scale (TSES). Data analysis identified no statistically significant differences in teacher candidates' self-efficacy across three institutions, at two different points in the teacher preparation program, or based on age or hometown. Rasch results indicated that the TSES was invariant across age and teacher preparation programs. Implications for future research and teacher education are discussed.

This qualitative study examined what teacher candidates learned in a field-based mediated Language Arts methods course, intentionally designed to support teacher candidates in learning what is possible rather than typical, in an urban school setting where curriculum is often prescriptive rather than generative. Culturally sustaining pedagogies provided a powerful and important framework for curriculum and inquiry; these pedagogies guided this preservice teacher education course. Findings from this study indicate that this mediated experience served as an initial foray into recognizing and unpacking teacher candidates' deficit perspectives related to race and class-based assumptions about children and their families, and about the community in which they lived. In addition, teacher candidates began to understand the nuanced and intentional moves teachers must make to affect student learning.