Teacher Education Quarterly

Teacher Education Quarterly is a magazine focusing on Education

Articles from Vol. 39, No. 2, Spring

Desegregation, the Attack on Public Education, and the Inadvertent Critiques of Social Justice Educators: Implications for Teacher Education
There is a growing recognition in teacher education that in order to work toward a more equitable and just society, programs of teacher education must explicitly engage with the political commitments of teachers and teacher educators (Cochran-Smith,...
Engaging in Critical Social Dialogue with Socially Diverse Undergraduate Teacher Candidates at a California State University
Introduction Teachers' inability to address social difference perpetuates inequality and inequity in schools, given the link between teachers' effectiveness and their ability to recognize and adjust instruction to the diverse needs of students (Bergerson,...
Integrating Language Diversity into Teacher Education Curricula in a Rural Context: Candidates' Developmental Perspectives and Understandings
This study took place at the University of Wyoming, located in the rural mountain West. The University of Wyoming, with approximately 13,000 students, is the only four-year university in the state. The teacher education population of the College of...
Introduction-Hope, Well-Being, and Diversity in Teaching: Toward Fulfilling Visions
This Spring 2012 issue of Teacher Education Quarterly covers a range of topics around visions teacher educators and research hold about why becoming a teacher is personally fulfilling, intellectually challenging, and politically demanding. Teachers...
Multi-Site Analyses of Special Education and General Education Student Teachers' Skill Ratings for Working with Students with Disabilities
Historically in the United States, teacher education programs have prepared personnel for separate areas of teaching, such as general education or special education (Hardman, 2009; Pugach & Blanton, 2009). However, the increasing diversity in classrooms...
On Teacher Hope, Sense of Calling, and Commitment to Teaching
Teacher motivation long has been a topic of interest to researchers (Ames & Ames, 1984; Sylvia & Hutchison, 1985). It is widely recognized that the motivations residing behind teachers' actions profoundly shape the nature and quality of those...
Preservice and Inservice Teachers' Implicit Theories of Intelligence
Implicit theories of intelligence (i.e., individuals' beliefs about the nature of intelligence, such as whether it is fixed or changeable) are important because they are related to individuals' behaviors and their beliefs in other areas (Sternberg,...
Student Teacher Evaluations of Cooperating Teachers as Indices of Effective Mentoring
Every year teacher preparation programs invest considerable time and energy in selecting and supporting cooperating teachers who serve as mentors for their student teachers (Sinclair, Dowson, & Thistleton-Martin, 2006). Given the weight and importance...
Using Video to Collaborate around Problems of Practice
Introduction An important tenet of high quality professional development includes teachers collaborating with colleagues to investigate problems of practice over sustained periods of time (Guskey, 2003; Hawley & Valli, 1999). This focus stems...
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