ABSTRACT The mandated introduction of a teaching performance assessment (TPA) into initial teacher education programs in Australia is one of the numerous and continual reforms that have impacted those who work in the field. The Assessment for Graduate Teaching (AfGT) is an approved TPA developed by a national consortium of higher education institutions to determine the ‘classroom readiness’ of graduating

ABSTRACT Despite a growing population of students being served in Alternative Education Settings (AES) and a severe teacher shortage in AES, most traditional teacher preparation programs do not specifically address teaching in alternative settings. Unsurprisingly, teachers in these settings report being inadequately prepared to meet the complex needs of students with significant behavioral challenges

ABSTRACT The Internationalization of Higher Education has led to uneasiness among non-US universities about their international reputation, ranking, and local legitimacy generating a growing interest in US accreditation. Specifically, non-US Colleges of Education pursue accreditation through the Council for the Accreditation of Educator Preparation (CAEP) to validate program quality, obtain positive

ABSTRACT This study describes the practicum-mentors’ identity in a teacher education context based on Dialogical Self Theory (DST) and the related ‘position’ and ‘I-position’ concepts. Participants were 48 Spanish and Canadian primary and secondary teachers who participated via an online written survey. The data were analysed using qualitative and quantitative procedures. Findings show a comprehensive

ABSTRACT This study focuses on teachers’ group decision making during Dutch allocation meetings. A previous interview study showed that teachers question the objectivity of decisions due to negative interaction experiences and a lack of structure during these meetings. To characterize the structure and interaction of these meetings, 33 student allocations were observed. Results showed a variety of

ABSTRACT In this article, I discuss seldom-acknowledged ways in which university teacher preparation has served the common good throughout its history. I focus on the U.S., where teacher education has contributed to the larger university mission to serve society. I offer a new synthesis of varied strands of historical scholarship to explain how, for two centuries, teacher-education institutions and

ABSTRACT There are surprisingly few studies analysing collaboration between special and general educators that has been proven to work well. The aim of the present study is to explore the perspectives of special and general educators on their collaborative efforts on teaching pupils who receive special education assistance. The study adopts a qualitative approach where interviews with eight educators

ABSTRACT This study follows a cohort of early career teachers who graduated from the same teacher education program into their second year of teaching to analyze how their professional identity (hereafter PI) developed after entering the profession. In a previous phase of this research, graduates were interviewed as they completed the degree; those graduates seemed to have a strong sense of PI and

(2021). ‘The village and the world’: research with, for and by teachers in an age of data. Teaching Education: Vol. 32, The Village and the World’: Research with, for and by Teachers in an Age of Data, pp. 1-6.

ABSTRACT Stenhouse’s image of the teaching profession as a ‘village’ could be interpreted as a parochial and insular view of teachers and their readiness to be involved in research. In this paper, I argue that the capacity for teachers to play a more active role in research is diminishing because of how research is situated in initial teacher education (ITE). Drawing on a study of five large-scale

ABSTRACT With a focus on the US, I briefly review the literature to examine current trends, and outline a typology of what is meant by educational research for teaching by, with and for teachers, followed by a discussion of why it is important for educators to engage in and commit to such research. The key question in this article is what kinds of research are helpful for program improvement and for

(2021). Inquiry in the age of data: a commentary. Teaching Education: Vol. 32, The Village and the World’: Research with, for and by Teachers in an Age of Data, pp. 99-107.

ABSTRACT Despite many claimed benefits, teacher collaboration remains patchy, under-theorised, and resisted. At the same time, new large teaching spaces offer teachers opportunities to teach in teams within and across school subjects to enhance teacher and student learning. In this paper we aim to contribute to theorising the nature and means of this form of collaboration, drawing on both relevant

ABSTRACT This research aims to investigate the relationship between the self-esteem of student teachers, their attitudes towards inclusive education for children with disabilities, and the mediating factor of their attitudes towards people with disabilities. The study involved 562 student teachers from Poland. Significant correlations were found between the student teachers’ attitudes towards inclusion

ABSTRACT Teacher leaders play a significant role in school and system improvement. Teacher leaders who maintain teaching responsibilities while taking on leadership responsibilities outside the classroom require professional learning. A school district worked with university faculty and professional learning facilitators to develop a design-based professional learning program (DBPL) as part of a design-based

ABSTRACT Teachers around the world report a lack of confidence about working with learners who are regarded as ‘diverse’. This paper draws on mixed-methods research to explore knowledge claims that underpin the pedagogical work of teacher educators. Using our theoretical framing of epistemic reflexivity, we show connections between knowledge claims made across the broad literature of teacher education/diversity

ABSTRACT ‘Son, the only thing that I want is to tell you is that I need you to be aware that you are getting out of a Ferrari and into a Citroneta.’ This is what David’s father said to him when he left engineering to enter physical education. In his new career, a teacher educator asked him, ‘Why didn’t you study something more difficult?’ David’s intellectual curiosity increased, so three years later

ABSTRACT To address increasing national interest in teacher candidate performance assessments, this multiple case study examined three novice teachers’ assessment literacy practices from their completion of a teacher candidate performance assessment through their first year of teaching. Drawing on the literature on assessment literacy and novice teacher learning, we analyzed multiple data sources including

Available evidence indicates that teacher candidates undergo shifts in beliefs throughout the process of learning to teach, and various contextual realities contribute to reshaping their general te...

Teachers’ engagement with and understanding of educational research and data is an increasing concern for policy-makers around the globe. With unprecedented access to, and new forms of, ‘data’ in s...

The increasing datafication of teachers’ work and schooling practices as evidenced through various metrics of student testing and school improvement measures have continued to grow unabated across ...

In this paper, we explore Lawrence Stenhouse’s provocation that too much research has been conducted for the world and not enough for the village. This provocation has taken on additional significa...

This paper presents how biopedagogies of disgust can make a contribution to challenging the colonial order that is sustained through affective economies of disgust. It is argued that, for this to h...

This study examined the impact of an Adapted Lesson Study Project (ALSP), an undergraduate course assignment, utilized for field-experience, on teaching efficacy, and the quality of lessons develop...

Despite pedagogical efforts to promote preservice teachers’ racial literacy, preservice teachers may resist critical racial pedagogies. Such resistance has serious, detrimental consequences in clas...

In recent decades, live simulation has been introduced into teacher training in the USA, Europe and Asia in order to better prepare students for teaching in class. The current study sought to exami...

Graduate programs for inservice teachers seeking additional credentialing often include a mandatory diversity course. One aim of these types of courses is to help teachers recognize and dismantle t...

New materialist thought complicates humanist conceptions of agency that inform the trope of ‘change agent’ which has been foundational to the scholarship on teacher preparation for inclusive educat...

With the rapid increase of students from culturally and linguistically diverse backgrounds bringing a shift in the landscape in today’s schools, equity discourses continue to arise. For example, mo...

The recasting of accountability in teaching and teacher education as a problem of impact across many countries has seen a proliferation of policies and strategies that datify the work of students and teachers. The enactment of such policies must be interrogated from the perspectives of multiple policy actors to understand the impact of the ‘impact agenda’. We use the conceptual framing of policy enactment

In this study, we examined associations between university lecturers’ perceived autonomy support (PAS), adaptability, organisational commitment, and psychological wellbeing. A sample of university ...

This study seeks to explore Israeli senior teacher educators’ retrospective interpretations of their early career experiences while addressing a special emphasis on cultural and contextual characte...

Around the world, over 5.3 million students were engaged in international education in 2017. In Australia, international students made a significant contribution to the country’s economy and its so...

Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increa...

This qualitative action research project examined preservice teachers’ conceptions of teacher leadership. Through an analysis of preservice teachers’ writings in a graduate-level teacher leadership...

Teacher education involves encountering ethical dilemmas connected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on t...

Mathematics teacher training is intended to inculcate teaching skills for success in all learning levels. The aim of this study is to examine the questions: Which factors contribute to the successf...

This paper reports on the background, context, design, and findings of a collaborative research project designed to develop a future roadmap for strengthening an Australian research-rich and self-improving education system. Building on the BERA-RSA Inquiry into the role of research in the teaching profession in the UK (Furlong, 2013), the Australian Teacher Education Association (ATEA), Australian

Early career teachers continue to flee the profession in many countries around the world. In a series of our own studies, we have attempted to better understand the intentions of early career teach...

This research examines media accounts of teachers in Canada and the United States who were fired or forced from their Catholic schools because they identified as lesbian, highlighting the reality o...

This paper analyses the nature and complexity that characterize the broader policy and political conditions of teachers’ initial learning within and across three different national settings. Drawing upon Peck and Theodore’s (2015) transnational notion of ‘fast policy’, we show how broader, more neoliberal policies and associated policy artefacts constitute specific, national initial teacher education

ABSTRACTThis article reported how five preservice teachers constructed and developed their teacher identity in a year-long teacher residency partnered between a university-based teacher education p...

ABSTRACTGuided by an inquiry as stance approach, this study aimed to explore the perspectives of early childhood and elementary pre-service student teachers on the impact of the edTPA (Teacher Perf...

This qualitative study focuses on elementary teacher candidates (TCs) at two United States university-based teacher preparation programs and their experiences with edTPA, a teacher performance asse...

This article examines the phenomenon of failure in a Bachelor of Education practicum from the perspectives of preservice teachers. Utilizing a phenomenological theoretical framework and methodology...

ABSTRACT The Swedish welfare state has social protection policies focusing on labour market participation. Initiatives have been introduced after the increase of asylum seekers in 2015, focusing on so-called ‘fast tracks’. In this paper I consider one of these fast track courses aimed at newly arrived teachers wishing to continue their teaching career in Sweden. Based on interviews and observational

ABSTRACT Despite many historiographical challenges, in this article I briefly examine two significant school leaders from over a century ago whose lives may seem recognizable to contemporary LGBTQ+ educators in that they both stepped outside traditional gender and sexuality boundaries for their time. They are Ella Flagg Young and George Howland, both of whom served as school superintendent in Chicago

ABSTRACT Today, members of the various lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities enjoy many of the same rights and privileges as their cis-gender, heterosexual peers. Yet, the lived experiences of many queer-identified teachers in schools remain problematic, uncomfortable, and tension-filled. Given the rise of ‘No Promo Homo’ laws that exist in six states and current Supreme

ABSTRACT Desexualized heteronormativity saturates most educational spaces. Thus, research on LGBTQ teachers tends to focus on the precarious and vulnerable work conditions produced by this norm. The aim of this article is to contribute to a shift in the tale(s) about LGBTQ teachers so that they are presented as subjects rather than victims. Three interviews of self-identified lesbian preschool teachers

In 1992, Didi Madiha Khayatt wrote the first major study on LGBTIQ+ teachers – Lesbian Teachers – an interview study of nineteen Canadian lesbian teachers. Khayatt catalogues the strategies lesbian teachers use to navigate the normative cultures of schooling –where they find acceptance in the school, how they hide and reveal their relationships, and how they surreptitiously support, and sometimes fail

ABSTRACT This article describes the founding and first three years of a US-based organization for trans, non-binary, and gender non-conforming educators working in PK-12 educational settings. The article begins with a brief exploration of prior organizing work and the political context that combined to set the stage for the group’s formation. The article documents the growth and development of the

ABSTRACT We discuss the use of digital story methodology as an inquiry into the queering of teacher education. Participants’ films explored queer woman teacher identities, including our bodies, histories, and perceptions of our queerness within classes and in the field of education. Through filmmaking, group discussion and analysis, we found contemplation over outness to be a common theme, expressed

ABSTRACT The personal/professional boundary poses particular difficulties for LGB teachers because of the pervasive presumption of heterosexuality. Furthermore, the teaching profession’s concern with the care of children combines with reductive ideas about sexuality and gender identity to pose specific vulnerabilities for LGB teachers. In many contexts worldwide, legislative structures such as Civil

ABSTRACT While a growing body of research has investigated gender and sexuality diverse (GSD) educators’ workplace experiences with the aim of understanding how GSD-inclusivity and awareness in schools impacts these educators’ sense of wellbeing and professional identity, far less research has worked specifically with gender diverse educators. Such explorations are particularly relevant in policy environments

ABSTRACT The 50th anniversaries of the Stonewall riots and my entry into the field of early childhood education prompt me to reflect both on the initial years of my activist and professional life and on these, the final ones. Feeling historical, increasingly connected to both the past and the future, I am discomforted by traditional notions of legacy, weighted down as they are with commitments to social

This article examines teacher candidates’ perceptions of two performance-based evaluation tools during the student teaching semester (edTPA, Danielson Framework). In particular, I sought to underst...

ABSTRACT In this paper, two scholars (one retiring, one emerging) consider what it means for LGBTQ teachers to ‘come out’ in the classroom. Drawing from our respective studies (one a study of 18 lesbian teachers conducted in the early 1980s, the other a study of 16 gender non-binary teachers in 2018), the intervening literature, and our own personal experiences, we reflect on the changing meaning of

ABSTRACTAs teacher education aims to prepare thoughtfully adaptive teachers, programs have begun to examine a practice-focused approach. One movement focuses on the pedagogy of teacher education, i...

The induction of beginning teachers is an imperative process in enculturating teachers to their new careers and helping them overcome the hurdles in the early years of teaching and the registration...

Based on previous work related to pre-service teachers’ self-efficacy for literacy instruction, this study examined their knowledge of literacy instruction and classroom-level contextual factors (i...