Journal of Teacher Education

Journal of Teacher Education is a publication that publishes articles focusing on the practice, research and policy of teacher education. The journal is published five times a year by Corwin Press, Inc. and is edited by Daniel P. Liston, Jennifer Whitcomb and Hilda Borko.

Articles from Vol. 60, No. 3, May-June

A Successful Professional Development Model in Mathematics: A System-Wide New Zealand Case
Policy makers, researchers, and educators have become increasingly focused on the role of teacher in-service professional development in education reform. Effective professional development has been identified as a critical factor in improving professional...
A Teacher Educator Writes and Shares: Student Perceptions of a Publicly Literate Life
In graduate school, I took a course outside of my program that focused on writing and research. The professor, well-read in constructivist theory, carried into the classroom a full cache of buzzwords--words like student choice, empowerment, and ownership....
Complex Interactions in Student Teaching: Lost Opportunities for Learning
The power of student teaching is legend. Teachers often proclaim it as the most valuable aspect of their preservice programs, yet ironically, teacher educators often decry it as problematic and cooperating teachers lament that student teachers are...
Cultivating Self in the Context of Transformative Professional Development
Self-conception is a central notion in transformative professional development (TPD). TPD is an emerging approach to improving the personal and professional lives of practitioners in the serving professions, such as health care workers and teachers....
Dispositions as Virtues: The Complexity of the Construct
"I am pleased that you have learned to love a hyacinth. The mere habit of learning to love is the thing; and a teachableness of disposition in a young lady is a great blessing. Has my sister a pleasant mode of instruction?" Henry Hinley to Catherine...
Doing More with Less: Teacher Professional Learning Communities in Resource-Constrained Primary Schools in Rural China
1. Introduction Teacher professional learning communities, or communities of practice, can be defined as environments in which teachers interact and collaborate regularly around issues of teaching and learning and engage in the production and consumption...
Growing Talent: Promising Professional Development Models and Practices
One hundred days pass swiftly. In the week this editorial goes to press, President Obama is 80 days into his presidency. President Obama and the First Lady traveled to Europe for their first international trip, Congress passed Obama's budget, and Secretary...
"In It for the Long Haul": How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools
Our nation's high-poverty, urban schools are in urgent need of dedicated and skilled teachers who are willing to commit to these schools long enough to make a significant difference in school quality and student performance. Although there is little...
Selecting Video Clips to Promote Mathematics Teachers' Discussion of Student Thinking
Like many teacher educators, we have used video with teachers in a variety of contexts, from methods classes to invited workshops to action research groups. Moreover, the videos have come from a variety of sources, including the teachers' own classrooms,...
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
1. Introduction In recent years, Dutch secondary teachers have been confronted with the implementation of various educational reforms. One of these reforms, amongst other things, aims at fostering active and self-regulated student learning (ASL)....
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