Pub Date : 2026-01-27DOI: 10.1177/00224871251412010
Dan Goldhaber, Matt Ronfeldt, James Cowan, Emanuele Bardelli, Trevor Gratz, Matt Truwit
We implemented two reforms to student teaching in randomized controlled trials designed to test improvements to preservice preparation. Although neither reform affected overall teacher employment, we find significant effects on other labor market outcomes. The first-placed student teachers are planned with more effective mentors and in more effective schools for their clinical experiences. We find that treated candidates tended to find employment in higher-income and less diverse schools, an effect that appears to operate primarily among teachers not hired into their placement sites. The second intervention provided detailed reports to teacher candidates, their field instructors, and their school-based mentor teachers about performance on clinical evaluations during the clinical experience. Treated candidates in this experiment were more likely to obtain teaching positions in the schools in which they completed their student teaching. Overall, the results suggest that student teaching reforms may have important and unexpected effects on the teacher labor market.
{"title":"Clinical Experiences and (Unexpected Findings on) Job Placements: Experimental Evidence From Student Teaching Interventions","authors":"Dan Goldhaber, Matt Ronfeldt, James Cowan, Emanuele Bardelli, Trevor Gratz, Matt Truwit","doi":"10.1177/00224871251412010","DOIUrl":"https://doi.org/10.1177/00224871251412010","url":null,"abstract":"We implemented two reforms to student teaching in randomized controlled trials designed to test improvements to preservice preparation. Although neither reform affected overall teacher employment, we find significant effects on other labor market outcomes. The first-placed student teachers are planned with more effective mentors and in more effective schools for their clinical experiences. We find that treated candidates tended to find employment in higher-income and less diverse schools, an effect that appears to operate primarily among teachers <jats:italic toggle=\"yes\">not</jats:italic> hired into their placement sites. The second intervention provided detailed reports to teacher candidates, their field instructors, and their school-based mentor teachers about performance on clinical evaluations during the clinical experience. Treated candidates in this experiment were more likely to obtain teaching positions in the schools in which they completed their student teaching. Overall, the results suggest that student teaching reforms may have important and unexpected effects on the teacher labor market.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"31 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-17DOI: 10.1177/00224871251390636
Cheryl Holcomb-McCoy
{"title":"Who Are We Without Academic Freedom?","authors":"Cheryl Holcomb-McCoy","doi":"10.1177/00224871251390636","DOIUrl":"https://doi.org/10.1177/00224871251390636","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145765075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-17DOI: 10.1177/00224871251390634
Valerie Hill-Jackson, Cheryl J. Craig, John A. Williams
{"title":"The Quiet Architects: Celebrating the Scholarly Stewards of Peer Review","authors":"Valerie Hill-Jackson, Cheryl J. Craig, John A. Williams","doi":"10.1177/00224871251390634","DOIUrl":"https://doi.org/10.1177/00224871251390634","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"3 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145765076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-30DOI: 10.1177/00224871251383154
Abby C. Emerson
This study investigates educator and school leader perceptions of schools in New York City with interest in antiracist professional learning experiences. Through qualitative, semistructured interviews with 8 teacher educators, 12 teachers, and 8 school leaders, it examines tensions around institutional change in antiracist teacher learning. This study found that despite years of ongoing professional learning about race in the school district, there was pervasive avoidance of racial justice at district, school, and individual levels. Institutions and individuals demonstrated interest in antiracism while simultaneously avoiding transformative changes. Furthermore, the study considers the possibility of inservice teacher learning extending beyond antiracism into an abolitionist framework to achieve institutional change.
{"title":"Beyond Antiracism: Abolitionist Teacher Learning Toward Institutional School Change","authors":"Abby C. Emerson","doi":"10.1177/00224871251383154","DOIUrl":"https://doi.org/10.1177/00224871251383154","url":null,"abstract":"This study investigates educator and school leader perceptions of schools in New York City with interest in antiracist professional learning experiences. Through qualitative, semistructured interviews with 8 teacher educators, 12 teachers, and 8 school leaders, it examines tensions around institutional change in antiracist teacher learning. This study found that despite years of ongoing professional learning about race in the school district, there was pervasive avoidance of racial justice at district, school, and individual levels. Institutions and individuals demonstrated interest in antiracism while simultaneously avoiding transformative changes. Furthermore, the study considers the possibility of inservice teacher learning extending beyond antiracism into an abolitionist framework to achieve institutional change.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"12 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-31DOI: 10.1177/00224871251364265
Anne M. Butler, Barbara S. Rieckhoff, Roxanne F. Owens, Jordan Humphrey
There is a chronic, persistent shortage of fully licensed special educators. Teacher residencies in special education offer a path to address this shortage, and Special Education Classroom Assistants, (SECAs), are a unique subset to recruit into residencies. SECAs bring their own prior experiences and knowledge into the residency classroom. The purpose of this paper is to examine SECAs’ funds of knowledge, how they connect this knowledge to their self-identity and how they use these as they develop teacher identity. This study utilized two focus groups, with a total of 14 participating SECA residents. Focus group data were collected and analyzed to better understand the developing identities of SECAs. Based on the findings from focus groups, we identified three themes and subthemes, related to their funds of knowledge and self-identity. We discuss implications and future research related to teacher residencies, special education teacher residencies, and teacher preparation.
{"title":"Strengthening Teacher Residencies for Paraprofessionals in Special Education: Building Identity from Within","authors":"Anne M. Butler, Barbara S. Rieckhoff, Roxanne F. Owens, Jordan Humphrey","doi":"10.1177/00224871251364265","DOIUrl":"https://doi.org/10.1177/00224871251364265","url":null,"abstract":"There is a chronic, persistent shortage of fully licensed special educators. Teacher residencies in special education offer a path to address this shortage, and Special Education Classroom Assistants, (SECAs), are a unique subset to recruit into residencies. SECAs bring their own prior experiences and knowledge into the residency classroom. The purpose of this paper is to examine SECAs’ funds of knowledge, how they connect this knowledge to their self-identity and how they use these as they develop teacher identity. This study utilized two focus groups, with a total of 14 participating SECA residents. Focus group data were collected and analyzed to better understand the developing identities of SECAs. Based on the findings from focus groups, we identified three themes and subthemes, related to their funds of knowledge and self-identity. We discuss implications and future research related to teacher residencies, special education teacher residencies, and teacher preparation.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"10 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-31DOI: 10.1177/00224871251363956
Marisa Olivo, Karen Hammerness, Jamie Wallace, Rosamond Kinzler, Linda Curtis-Bey
Recent research finds that a longer clinical experience may be one of the most substantial distinguishing features of teacher residency programs. We need to understand much more about how these field experiences are designed, paced, and scaffolded to contribute to teacher learning and identity development and to center equity. Drawing from case study data embedded in a large comparative study of innovative teacher preparation programs, including observations, document analysis, and interviews, this paper explores how a science teacher residency program expanded fieldwork experiences to include three different settings for teacher learning. It explores how those three fieldwork experiences are paced, how they cohere around a theory of change, and the ways they gradually build content knowledge and learning experiences. Together, experiences in these three “fields” contribute to teachers’ deeper learning of science practices and science content and foster an identity as an equity-oriented teacher of science.
{"title":"Expanding the “Field” in Fieldwork: Fostering an Equity-Oriented Science Teacher Identity Across Three Museum- and School-Based Experiences in an Urban Teacher Residency","authors":"Marisa Olivo, Karen Hammerness, Jamie Wallace, Rosamond Kinzler, Linda Curtis-Bey","doi":"10.1177/00224871251363956","DOIUrl":"https://doi.org/10.1177/00224871251363956","url":null,"abstract":"Recent research finds that a longer clinical experience may be one of the most substantial distinguishing features of teacher residency programs. We need to understand much more about how these field experiences are designed, paced, and scaffolded to contribute to teacher learning and identity development and to center equity. Drawing from case study data embedded in a large comparative study of innovative teacher preparation programs, including observations, document analysis, and interviews, this paper explores how a science teacher residency program expanded fieldwork experiences to include three different settings for teacher learning. It explores how those three fieldwork experiences are paced, how they cohere around a theory of change, and the ways they gradually build content knowledge and learning experiences. Together, experiences in these three “fields” contribute to teachers’ deeper learning of science practices and science content and foster an identity as an equity-oriented teacher of science.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"19 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-25DOI: 10.1177/00224871251364268
Laura Eicher, Virginia Clark, Christy Brown
This study examines the influence of personality-based matching in mentor-mentee pairings within a teacher residency program. Using the Big Five Personality traits, we investigated whether personality similarity and perceived similarity within mentor teacher (MT) and teacher resident (TR) dyads are associated with satisfaction in the mentoring partnership. Findings indicate that perceived similarity significantly enhances satisfaction, and when MT-TR pairs share at least one dominant Big Five personality trait, satisfaction with the match further increases. In addition, TRs report higher satisfaction when paired with MTs whose dominant personality trait is agreeableness, characterized by interpersonal warmth and collaboration. These results underscore the importance of considering personality traits in formal matching processes, providing actionable insights for residency program administrators. Intentional personality-based pairings may enhance the quality of mentoring relationships, fostering greater collaboration, communication, and support, contributing to improved mentoring outcomes and teacher development.
{"title":"Paired for Success: Enhancing the Teacher Residency Experience Through Intentional Mentor-Mentee Matching","authors":"Laura Eicher, Virginia Clark, Christy Brown","doi":"10.1177/00224871251364268","DOIUrl":"https://doi.org/10.1177/00224871251364268","url":null,"abstract":"This study examines the influence of personality-based matching in mentor-mentee pairings within a teacher residency program. Using the Big Five Personality traits, we investigated whether personality similarity and perceived similarity within mentor teacher (MT) and teacher resident (TR) dyads are associated with satisfaction in the mentoring partnership. Findings indicate that perceived similarity significantly enhances satisfaction, and when MT-TR pairs share at least one dominant Big Five personality trait, satisfaction with the match further increases. In addition, TRs report higher satisfaction when paired with MTs whose dominant personality trait is agreeableness, characterized by interpersonal warmth and collaboration. These results underscore the importance of considering personality traits in formal matching processes, providing actionable insights for residency program administrators. Intentional personality-based pairings may enhance the quality of mentoring relationships, fostering greater collaboration, communication, and support, contributing to improved mentoring outcomes and teacher development.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"15 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-25DOI: 10.1177/00224871251363951
Sharon Chang, Sibel Akin-Sabuncu, Laura Vernikoff, Colleen Horn, A. Lin Goodwin
When teachers of color professionalize their teaching, they encounter tensions between their personal and professional identities, causing dissonances. This study examined 36 teaching residents of color and their professional identity development in one northeastern urban teacher residency (UTR) program in the United States. We used narrative research to explore how participants constructed themselves as teachers in their stories. We analyzed program archival data through the lens of perezhivanie , a mental model that individuals establish to resolve dissonances. Narrative analyses of admissions essays, interviews, journals, and autobiographies revealed that participants’ personal histories inform their equity pedagogy. Specifically, participants constructed their own professional identities in the UTR program via cultural filters shaped by their life experiences being historically minoritized, particularly to (a) develop their teacher-selves to construct practical knowledge and (b) transform their personal-selves to foster equity pedagogy. The implications for supporting the professional identity development of teachers of color are discussed.
{"title":"Unpacking Urban Teaching Residents’ Mental Constructs: Supporting the Professional Identity Development of Teachers of Color","authors":"Sharon Chang, Sibel Akin-Sabuncu, Laura Vernikoff, Colleen Horn, A. Lin Goodwin","doi":"10.1177/00224871251363951","DOIUrl":"https://doi.org/10.1177/00224871251363951","url":null,"abstract":"When teachers of color professionalize their teaching, they encounter tensions between their personal and professional identities, causing dissonances. This study examined 36 teaching residents of color and their professional identity development in one northeastern urban teacher residency (UTR) program in the United States. We used narrative research to explore how participants constructed themselves as teachers in their stories. We analyzed program archival data through the lens of <jats:italic>perezhivanie</jats:italic> , a mental model that individuals establish to resolve dissonances. Narrative analyses of admissions essays, interviews, journals, and autobiographies revealed that participants’ personal histories inform their equity pedagogy. Specifically, participants constructed their own professional identities in the UTR program via cultural filters shaped by their life experiences being historically minoritized, particularly to (a) develop their teacher-selves to construct practical knowledge and (b) transform their personal-selves to foster equity pedagogy. The implications for supporting the professional identity development of teachers of color are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-25DOI: 10.1177/00224871251363949
Victoria Theisen-Homer, Jessica Manzone, Thomas J. Weaver
As teacher residencies have expanded over the last 20 years, so has research on these innovative programs. But there is currently limited research on how residencies approach teacher–student relationship development and no research from the perspectives of the K–12 students residents serve. This article features interviews with 118 K–8 students in classrooms with residents who were intentionally prepared by an Urban Teacher Residency (UTR) that centralizes relationship development. Findings suggest that students experience academic and social benefits because of the resident, including more one-on-one support, responsive and motivating relationships, a positive classroom environment, and improved learning experience. Implications support the argument for the residency year, responsive and relational teaching, and the need to include students as a core stakeholder teacher education research.
{"title":"An Unexplored Bond: K–8 Learners’ Reflections on Their Classroom Relationships With Urban Teacher Residents","authors":"Victoria Theisen-Homer, Jessica Manzone, Thomas J. Weaver","doi":"10.1177/00224871251363949","DOIUrl":"https://doi.org/10.1177/00224871251363949","url":null,"abstract":"As teacher residencies have expanded over the last 20 years, so has research on these innovative programs. But there is currently limited research on how residencies approach teacher–student relationship development and no research from the perspectives of the K–12 students residents serve. This article features interviews with 118 K–8 students in classrooms with residents who were intentionally prepared by an Urban Teacher Residency (UTR) that centralizes relationship development. Findings suggest that students experience academic and social benefits because of the resident, including more one-on-one support, responsive and motivating relationships, a positive classroom environment, and improved learning experience. Implications support the argument for the residency year, responsive and relational teaching, and the need to include students as a core stakeholder teacher education research.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"43 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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