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. 70, No. 5, November-December

2018-2019 Reviewer Appreciation
The Editors and Editorial Board would like to express our appreciation to all the Reviewers who contributed to the peer review process for this volume of the Journal of Teacher Education. Stephanie Abraham Annie Adamian Gordon Ade-Ojo Semiyu Aderibigbe...
An Affinity for Learning: Teacher Identity and Powerful Professional Development
From one perspective, professional development (PD) is a shared experience, with many teachers inhabiting the same learning enviromnent and encountering the same material. Shared learning experiences are important from a policy implementation standpoint...
An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
What constitutes teacher knowledge has been the subject of many studies, particularly in the field of mathematics education (e.g., Ball, Thames, & Phelps, 2008; Blomeke, Busse, Kaiser, Konig, & Suhl, 2016; Konig, Blomeke, Paine, Schmidt, &...
Examining Spillover Effects from Teach for America Corps Members in Miami-Dade County Public Schools
Motivation and Background Teach For America (TFA) is an alternative certification program that places intensively selected recent college graduates and midcareer professionals into classrooms serving high-need students (Feeney, 2015). Many prior studies...
Exceeding Expectations: Teachers' Decision Making regarding Aboriginal and Torres Strait Islander Students
A key challenge for 21st-century teacher educators is the preparation of teachers who can effectively and equitably meet the needs of diverse student populations. Many countries, including Canada and Australia, where Indigenous learners' outcomes continue...
Exploring Contradictions in an EFL Teacher Professional Learning Community
Introduction Over the past three decades, the conceptualizations of teacher education have shifted from a positivistic paradigm to an interpretive and situated paradigm, in line with the epistemological changes in the conceptualizations of human learning...
Exploring Linguistic Diversity from the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education
An assumption persists in schools that one academic English variety is acceptable and prerequisite for learning (Franquiz & de la luz Reyes, 1998; Godley, Sweetland, Wheeler, Minnici, & Carpenter, 2006). This is despite evidence that expansive...
Flipping the Classroom in Teacher Education: Implications for Motivation and Learning
In teacher education, it is imperative that course design, method of instruction, and classroom policies and procedures align with the content. This is particularly important for courses covering topics such as motivation or learning as the type of design...
Learning "New" Instructional Strategies: Pedagogical Innovation, Teacher Professional Development, Understanding and Concerns
Introduction Teachers and teacher professional development (TPD) are fundamental to any effective educational innovation effort (Darling-Hammond, 2017; Desimone, 2009; Fullan, 2007). Even when school systems are successful, there are constant efforts...
Mentoring as More Than "Cheerleading": Looking at Educative Mentoring Practices through Mentors' Eyes
I feel like last year as a mentor teacher I was probably more of a ... cheerleader ... I know I did her such an injustice because I'm looking now at some things that we do here [together in the mentor study groups] ... and just the whole explaining why...
Preservice Teachers' Mathematics Teaching Competence: Comparing Performance on Two Measures
Introduction A key goal of teacher preparation programs is to prepare candidates to become effective classroom teachers who foster student learning. Licensed teachers should not only manage classroom activities but also promote and evaluate student understanding....
Professional Development for Equity: What Constitutes Powerful Professional Learning?
Existing literature emphasizes the importance of focusing professional learning on those already in the teaching core (Darling-Hammond, Hyler, & Gardner, 2017; Darling-Hammond & McLaughlin, 1995). This is partly because practicing teachers understand...
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn?
Video-based professional development (PD) has generated much interest and enthusiasm in the past couple of decades (e.g., Beisiegel, Mitchell, & Hill, 2018; Gonzalez, Deal, & Skultety, 2016; Hatch & Grossman, 2009). In particular, video-based...
Teachers' Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs about Education, the Self, and the Context
Introduction Research across different domains, such as mathematics, science, and history, suggests that strong factual knowledge and insight into disciplinary methods and reasoning processes are both crucial to develop a meaningful understanding of...
The Effects of Networked Professional Learning Communities
The fast-changing society and knowledge leads to the international focus on school improvement to better prepare students for the higher educational demands of the 21st century (Schleicher, 2012). This means that educators and school leaders need to...
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