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. 66, No. 1, January-February

An Analysis of Evaluative Comments in Teachers' Online Discussions of Representations of Practice
Introduction Both online and off-line discussions have been commonly used for teacher learners to exchange ideas and learn from one another about their professional practice (Barab, Kling, & Gray, 2004; Fishman & Davis, 2006). Shared resources...
Distinguishing Models of Professional Development: The Case of an Adaptive Model's Impact on Teachers' Knowledge, Instruction, and Student Achievement
Across the United States, professional development (PD) opportunities for teachers abound and are offered in a variety of formats. The teacher education field is moving diligently in the direction of highlighting the characteristics of effective PD...
Framing Teacher Preparation Research: An Overview of the Field, Part I
Research on teacher preparation and certification is an emerging, complex, and multifaceted field, influenced by competing ideas about the purposes of research and the goals of education. This is the first of a two-part article about this field of...
Intelligent Dispositions: Dewey, Habits and Inquiry in Teacher Education
We teacher educators have long desired that our students become people who do more than merely execute the rudiments of instruction in their classrooms (Russell, 2002). More than adopting techniques we may recommend, we want teachers to embrace the...
Keeping an Eye on Learning: Differences between Expert and Novice Teachers' Representations of Classroom Management Events
Although it may seem natural to assume that every teacher places learning at the center of their practice, such an assumption could be sounder in theory than it is in practice. Shared characteristics of expert teachers, including their awareness of...
Preservice Teachers' Learning to Generate Evidence-Based Hypotheses about the Impact of Mathematics Teaching on Learning
Introduction Current education reforms in the United States press teachers for ambitious teaching practices that attend closely to all students' learning of important content (Lampert & Graziani, 2009; McDonald, Kazemi, & Kavanagh, 2013)....
Taking Stock in 2015
In this issue, Marilyn Cochran-Smith provides the first of two Journal of Teacher Education (JTE) articles based on her chapter in the upcoming fifth edition of the Handbook of Research on Teaching (Cochran-Smith, Villegas, Abrams, Chavez Moreno, Mills,...
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