ABSTRACTBy providing explicit instruction, teacher educators can play an essential role in helping teacher candidates develop as reflective antiracist educators. Using critical ethnography and case study, we examined the role of explicit instruction in helping teacher candidates develop skills in critical reflection. Findings revealed that explicit instruction was helpful in improving students’ critical reflections of political and social contexts, but not historical context. This work also demonstrated how critical reflection can provide insights into teacher candidates’ developing racial identities as they begin to make connections between historical and sociopolitical contexts, their identities and experiences, and equity issues in K-12 classrooms. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 In this article we capitalize Black, and strategically use lowercase lettering for the word white to challenge white supremacy in language in an attempt to re-equalize racial labels and terminologies in educational research. See Matias et al. (Citation2014).
{"title":"Fostering Teacher Candidate Critical Reflection and Racial Identity Development Through Explicit Instruction","authors":"Rachel Silva, Chonika Coleman-King, Angela Peterson","doi":"10.1080/1547688x.2023.2259945","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2259945","url":null,"abstract":"ABSTRACTBy providing explicit instruction, teacher educators can play an essential role in helping teacher candidates develop as reflective antiracist educators. Using critical ethnography and case study, we examined the role of explicit instruction in helping teacher candidates develop skills in critical reflection. Findings revealed that explicit instruction was helpful in improving students’ critical reflections of political and social contexts, but not historical context. This work also demonstrated how critical reflection can provide insights into teacher candidates’ developing racial identities as they begin to make connections between historical and sociopolitical contexts, their identities and experiences, and equity issues in K-12 classrooms. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 In this article we capitalize Black, and strategically use lowercase lettering for the word white to challenge white supremacy in language in an attempt to re-equalize racial labels and terminologies in educational research. See Matias et al. (Citation2014).","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/1547688x.2023.2239305
Maite T. Sánchez, Alfonso Pérez
{"title":"“I Realized that I Was Doing Things Backwards”: New Bilingual Education Teachers Reflect on Themselves and the Profession in a Time of Crisis","authors":"Maite T. Sánchez, Alfonso Pérez","doi":"10.1080/1547688x.2023.2239305","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2239305","url":null,"abstract":"","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126478242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1547688X.2023.2236383
Edwin M. Lamboy
ABSTRACT Teacher shortage is arguably one of the biggest challenges impacting public education in the U.S. On the one hand, teachers are leaving the profession due to lack of support and low pay rates, while on the other hand, the number of students entering traditional teacher preparation continue to decline. This article introduces the five articles included in this special issue of The New Educator. It highlights how institutions of higher education, educators, and leaders are exploring innovative ways to attract new teacher candidates and support them not only when they are pre-service teachers, but also when they are teachers of record.
{"title":"Introduction: On Teacher Shortage","authors":"Edwin M. Lamboy","doi":"10.1080/1547688X.2023.2236383","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2236383","url":null,"abstract":"ABSTRACT Teacher shortage is arguably one of the biggest challenges impacting public education in the U.S. On the one hand, teachers are leaving the profession due to lack of support and low pay rates, while on the other hand, the number of students entering traditional teacher preparation continue to decline. This article introduces the five articles included in this special issue of The New Educator. It highlights how institutions of higher education, educators, and leaders are exploring innovative ways to attract new teacher candidates and support them not only when they are pre-service teachers, but also when they are teachers of record.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122192747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/1547688x.2023.2232423
Ashleigh B. Thompson
ABSTRACT Problematizing the notion of teacher shortage, the author asserts the complexity of intersecting systems that impact teacher pathways and school staffing. By assuming a collective responsibility for supporting teachers from pre-service into in-service roles, stakeholders can work across these systems to enact local solutions. Data from the City University of New York – a large public, urban university system – are presented to explore multiple issues impacting teacher pipelines. Support strategies and examples involve higher education, public school districts, state government and other partners.
{"title":"Activating a Collective Response to Supporting Teacher Pathways","authors":"Ashleigh B. Thompson","doi":"10.1080/1547688x.2023.2232423","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2232423","url":null,"abstract":"ABSTRACT Problematizing the notion of teacher shortage, the author asserts the complexity of intersecting systems that impact teacher pathways and school staffing. By assuming a collective responsibility for supporting teachers from pre-service into in-service roles, stakeholders can work across these systems to enact local solutions. Data from the City University of New York – a large public, urban university system – are presented to explore multiple issues impacting teacher pipelines. Support strategies and examples involve higher education, public school districts, state government and other partners.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123897609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.1080/1547688X.2023.2223654
Kathleen Crawford, Courtney Toledo
ABSTRACT Transitioning from teacher candidate to beginning teacher remains a difficult one despite school districts’ efforts to provide mentoring and induction programs. This commentary examines teacher attrition and current practices used to support new teachers entering the profession. We draw on the tenets of characteristics of effective mentorships and holistic mentoring to propose a new framework for supporting new teachers where university faculty serve as mentors for former teacher education program graduates. An overview of our program, New Teachers Anonymous, is provided for readers to implement at their own universities, and the commentary concludes with implications for future practice and research.
{"title":"Help Me before I Quit! Reimagining New Teacher Mentoring Programs","authors":"Kathleen Crawford, Courtney Toledo","doi":"10.1080/1547688X.2023.2223654","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2223654","url":null,"abstract":"ABSTRACT Transitioning from teacher candidate to beginning teacher remains a difficult one despite school districts’ efforts to provide mentoring and induction programs. This commentary examines teacher attrition and current practices used to support new teachers entering the profession. We draw on the tenets of characteristics of effective mentorships and holistic mentoring to propose a new framework for supporting new teachers where university faculty serve as mentors for former teacher education program graduates. An overview of our program, New Teachers Anonymous, is provided for readers to implement at their own universities, and the commentary concludes with implications for future practice and research.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125055771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1080/1547688x.2023.2206454
Gregory J. Cramer, D. Ryan
ABSTRACT This article documents a collaborative effort between university teacher educators and an urban school district in Wisconsin to address acute teacher shortages in bilingual education. The effort took shape as a Grow-Your-Own program based on the teacher residency model. Several innovations were required in program design and implementation to satisfy state licensure requirements, including how uncredentialed teachers working as teachers of record would meet clinical stipulations. The COVID-19 pandemic posed obstacles to the program in the very first year; however, due to the pressing teacher shortage, all parties decided to push on rather than suspend the program. The authors discuss bilingual teacher shortages, program design and implementation, challenges associated with the pandemic, and conclude with recommendations for teacher educators interested in creating a similar pipeline.
{"title":"Responding to Teacher Shortages in Bilingual Education: A Grow-Your-Own Bilingual Teacher Education Program","authors":"Gregory J. Cramer, D. Ryan","doi":"10.1080/1547688x.2023.2206454","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2206454","url":null,"abstract":"ABSTRACT This article documents a collaborative effort between university teacher educators and an urban school district in Wisconsin to address acute teacher shortages in bilingual education. The effort took shape as a Grow-Your-Own program based on the teacher residency model. Several innovations were required in program design and implementation to satisfy state licensure requirements, including how uncredentialed teachers working as teachers of record would meet clinical stipulations. The COVID-19 pandemic posed obstacles to the program in the very first year; however, due to the pressing teacher shortage, all parties decided to push on rather than suspend the program. The authors discuss bilingual teacher shortages, program design and implementation, challenges associated with the pandemic, and conclude with recommendations for teacher educators interested in creating a similar pipeline.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121116802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.1080/1547688X.2023.2197473
Jarod N. Kawasaki
ABSTRACT Efforts to recruit teachers of color during the ongoing teacher shortage in the United States have largely failed evidenced by the increasing diversity gap between students of color and teachers of color. This study focuses on one barrier to recruiting teachers of color, a traditional student teaching model that is equivalent to a semester to a year-long unpaid internship. This model makes it difficult to earn an income and student teach at the same time. Taking on student loan debt and the challenge of paying for everyday expenses (e.g., food, housing) without an income creates a financial burden and stress for teacher candidates of color that may prevent them from becoming a teacher. This study uses racial capitalism to critique the assumptions embedded in a traditional student teaching model that make racially biased presumptions about the financial capacity and need of teacher candidates of color. Teacher candidates of color were surveyed about their financial stresses during student teaching and a subset of them participated in focus groups to elaborate on their financial burdens. The data reveal extreme economic hardships of teacher candidates of color that call for program and policy changes to address the teacher shortage with a diverse workforce.
{"title":"Racial Capitalism and Student Teachers of Color: A Mixed Methods Case Exploring the Cost of Becoming A Teacher","authors":"Jarod N. Kawasaki","doi":"10.1080/1547688X.2023.2197473","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2197473","url":null,"abstract":"ABSTRACT Efforts to recruit teachers of color during the ongoing teacher shortage in the United States have largely failed evidenced by the increasing diversity gap between students of color and teachers of color. This study focuses on one barrier to recruiting teachers of color, a traditional student teaching model that is equivalent to a semester to a year-long unpaid internship. This model makes it difficult to earn an income and student teach at the same time. Taking on student loan debt and the challenge of paying for everyday expenses (e.g., food, housing) without an income creates a financial burden and stress for teacher candidates of color that may prevent them from becoming a teacher. This study uses racial capitalism to critique the assumptions embedded in a traditional student teaching model that make racially biased presumptions about the financial capacity and need of teacher candidates of color. Teacher candidates of color were surveyed about their financial stresses during student teaching and a subset of them participated in focus groups to elaborate on their financial burdens. The data reveal extreme economic hardships of teacher candidates of color that call for program and policy changes to address the teacher shortage with a diverse workforce.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116751847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.1080/1547688X.2023.2197019
Thomas Albright, Stephanie Behm Cross, Camea L. Davis
The statement above, made by an early career Black educator enrolled in a teacher residency program, came at the end of an interview designed to understand the ways in which programming supported–or not–new Black teacher retention and growth. This resident was in the third year of a grantfunded, university-based residency program situated in the southeastern region of the US, designed to answer calls for shifts in teacher education program design and structures to center criticality and position universitybased teacher educators as partners with school-based teacher educators, district leaders, and community organizations. The program was designed to create humanizing processes to support teachers to enter, sustain, and thrive in schools, with an explicit mission to nurture a community of thriving educators who embody justice-centered practices, challenge oppressive schooling structures, and remain fiercely committed to working alongside students and the communities they serve to reimagine classroom spaces for deep joy, liberation, and flourishing. We share this salient quote to enter into a conceptual discussion of the potential power of teacher residencies to provide ecologies of support that act as our dream guides as we reimagine conversations around teacher shortages and do better for the teachers, youth and families that teacher education aims to serve. In what follows, we share our thinking around supporting educators in our current educational climate, with the following question at the heart of our conceptual inquiry: How can a teacher residency support teacher retention by mobilizing ecologies of support to insulate against issues of exploitation, moral injury, and pushout? As we outline further below, ecologies of support could include, but are not limited to, individuals, networks (personal, professional, etc.), strategies, and program structures that support personal and professional development and well-being that can insulate teachers from oppression. As we
{"title":"A Teacher Residency’s Ecologies of Support: Insulating Against Moral Injury, Exploitation, & Pushout","authors":"Thomas Albright, Stephanie Behm Cross, Camea L. Davis","doi":"10.1080/1547688X.2023.2197019","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2197019","url":null,"abstract":"The statement above, made by an early career Black educator enrolled in a teacher residency program, came at the end of an interview designed to understand the ways in which programming supported–or not–new Black teacher retention and growth. This resident was in the third year of a grantfunded, university-based residency program situated in the southeastern region of the US, designed to answer calls for shifts in teacher education program design and structures to center criticality and position universitybased teacher educators as partners with school-based teacher educators, district leaders, and community organizations. The program was designed to create humanizing processes to support teachers to enter, sustain, and thrive in schools, with an explicit mission to nurture a community of thriving educators who embody justice-centered practices, challenge oppressive schooling structures, and remain fiercely committed to working alongside students and the communities they serve to reimagine classroom spaces for deep joy, liberation, and flourishing. We share this salient quote to enter into a conceptual discussion of the potential power of teacher residencies to provide ecologies of support that act as our dream guides as we reimagine conversations around teacher shortages and do better for the teachers, youth and families that teacher education aims to serve. In what follows, we share our thinking around supporting educators in our current educational climate, with the following question at the heart of our conceptual inquiry: How can a teacher residency support teacher retention by mobilizing ecologies of support to insulate against issues of exploitation, moral injury, and pushout? As we outline further below, ecologies of support could include, but are not limited to, individuals, networks (personal, professional, etc.), strategies, and program structures that support personal and professional development and well-being that can insulate teachers from oppression. As we","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128406566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/1547688X.2023.2203202
R. Audrain, Elizabeth A. Ruiz, Lisa G. Maresso Wyatt, Natalie Nailor, Andrea E. Weinberg
ABSTRACT Recent circumstances (e.g., COVID-19, socio-political tensions) exacerbate persistent teacher shortages, reinforcing the need to attend to factors associated with teacher retention. In this multimethod study, we explore outcomes of an online, year-long professional development focused on collaboration and autonomy – two factors correlated with teacher retention. The professional development exposed educators to deeper learning and personalized learning approaches, and sought to transform collaborative practices. Findings reveal that teachers’ practices expanded and beliefs became more positive over time. Further, teachers believe they must forego prior expectations for teaching and learning through mind-set changes that strengthen collaboration and embrace new pedagogical approaches.
{"title":"Sustaining Teachers through Collaboration and Autonomy: Outcomes of a Professional Development Experience","authors":"R. Audrain, Elizabeth A. Ruiz, Lisa G. Maresso Wyatt, Natalie Nailor, Andrea E. Weinberg","doi":"10.1080/1547688X.2023.2203202","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2203202","url":null,"abstract":"ABSTRACT Recent circumstances (e.g., COVID-19, socio-political tensions) exacerbate persistent teacher shortages, reinforcing the need to attend to factors associated with teacher retention. In this multimethod study, we explore outcomes of an online, year-long professional development focused on collaboration and autonomy – two factors correlated with teacher retention. The professional development exposed educators to deeper learning and personalized learning approaches, and sought to transform collaborative practices. Findings reveal that teachers’ practices expanded and beliefs became more positive over time. Further, teachers believe they must forego prior expectations for teaching and learning through mind-set changes that strengthen collaboration and embrace new pedagogical approaches.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114402552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/1547688X.2023.2202716
Emma M. McMain
ABSTRACT Amidst intersecting sociopolitical conversations around social and emotional learning (SEL), it is crucial to foster a sense of self-reflexive awareness and discursive engagement among pre-service and in-service teachers. In what I describe as a sociopolitical literature review (i.e., addressing empirical literature and public dialogue), I consider SEL through the pedagogical metaphor of a “problem tree.” I contextualize SEL not only through its manifestations (“leaves”) but also its cultural and historical underpinnings (“roots”). I end with a call for discourse communities as a collaborative form of professional development that can help teachers grapple with complexities surrounding SEL and social justice.
{"title":"The “Problem Tree” of SEL: A Sociopolitical Literature Review","authors":"Emma M. McMain","doi":"10.1080/1547688X.2023.2202716","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2202716","url":null,"abstract":"ABSTRACT Amidst intersecting sociopolitical conversations around social and emotional learning (SEL), it is crucial to foster a sense of self-reflexive awareness and discursive engagement among pre-service and in-service teachers. In what I describe as a sociopolitical literature review (i.e., addressing empirical literature and public dialogue), I consider SEL through the pedagogical metaphor of a “problem tree.” I contextualize SEL not only through its manifestations (“leaves”) but also its cultural and historical underpinnings (“roots”). I end with a call for discourse communities as a collaborative form of professional development that can help teachers grapple with complexities surrounding SEL and social justice.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115000558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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