Teacher Education Quarterly

Teacher Education Quarterly is a magazine focusing on Education

Articles from Vol. 37, No. 1, Winter

Becoming Aware of the Challenges of Helping Students Learn: An Examination of the Nature of Learning during a Service-Learning Experience
Introduction Learning to teach is an incredibly complex endeavor with nuances that elude even those carefully observing it. "Even when observing good teaching or experiencing it for oneself, one cannot easily glean a deep understanding of the complexity...
Collaboration and Teacher Development: Unpacking Resistance, Constructing Knowledge, and Navigating Identities
Research has shown that quality professional development can change teachers' practices and positively affect student learning (Borko, 2004; Darling-Hammond, 2000). It is widely accepted that such professional development should be anchored in teachers'...
Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence?
A ubiquitous national call for the reform of teacher education is of principle importance to university and college-based teacher educators. For decades, individuals such as Dewey (1965) and Barth (2001), and professional groups such as the Carnegie...
Editor's Introduction: Progressive Teacher Education-Honoring the Work of Alan H. Jones
I welcome the long list of contributors, reviewers, associate editors, and readers of Teacher Education Quarterly to join me in celebrating the work of Dr. Alan H. Jones. His tireless commitment to progressive education, and his devoted efforts serving...
Encouraging Agitation: Teaching Teacher Candidates to Confront Words That Wound
Introduction Gee's (1986) emphasis on teachers' consciousness about "the political nature of their practices" posits literacy education as a social justice project. Advocating this stance is particularly important as we work to understand and negotiate...
Finding Meaning in PDS Stories
It is true that storytelling reveals meaning without committing the error of defining it, that it brings about consent and reconciliation with things as they really are, and that we may even trust it to contain, eventually by implication, that last...
Fulfilling the Promise: African American Educators Teach for Democracy in Jim Crow's South
Of all the instruments for the maintenance of a government, the public school is recognized as the most powerful. The strength of America has been in the transformation of people from other parts of the world into American citizens loyal to a new country...
If It Ain't Broke, Why Fix It? Framework and Processes for Engaging in Constructive Institutional Development and Renewal in the Context of Increasing Standards, Assessments, and Accountability for University-Based Teacher Preparation
In this article we offer a descriptive essay outlining the framework and processes of a five-year institutional renewal effort at Bank Street College of Education. Extended the opportunity to participate in the Teachers for a New Era (TNE) initiative,...
Sustaining Teachers' Growth and Renewal through Action Research, Induction Programs, and Collaboration
Developing and retaining highly qualified teachers continues to be a critical need (Berry, 2004; Darling-Hammond & Sykes, 2003). As more teachers retire and school populations continue to grow, an increasing number of schools, universities, and...
The Marginalization of Teacher Education: Who We Are, How We Got Here, How We Fit in the Big Picture, and What We Might Do about It
My purpose here is to share several thoughts with you. I will explore the concept of marginalization, and explain why I believe it applies very appropriately to the field of teacher education and our own organization. I will emphasize the importance...
Tools for the Study and Design of Collaborative Teacher Learning: The Affordances of Different Conceptions of Teacher Community and Activity Theory
Has Teacher "Community" Lost its Meaning? Teacher educators need tools to help them think about teacher learning, to design activities and programs that foster it, and to assess the results of their work with pre-service and in-service teachers....
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