Pub Date : 2023-08-04DOI: 10.1080/01626620.2023.2242312
A. Moldavan, M. Gonzalez
ABSTRACT Reform in teacher education seeks to engage preservice teachers (PSTs) in authentic classroom situations that explore equitable practices by connecting theory to professional practice. One way for PSTs to examine how equity and inequity operate in schools is with the aid of equity-related case-based instruction. This study reports on mathematics teacher educators using equity-related cases in their mathematics methods courses to encourage critical reflection on the various ways inequitable practices can create invisible barriers that have disenfranchised marginalized students from learning mathematics. Two cases are reviewed that were designed to prompt PSTs to examine implicit biases and school policies that reaffirm systemic inequities in mathematics education. Findings detail how mathematics teacher educators and PSTs used the cases to prompt PSTs to recognize and respond to inequitable practices in mathematics teaching. Particular attention is drawn to how PSTs made educational inequities visible, critiquing teachers’ assumptions and examining how such assumptions impact instructional decision-making. This study offers recommendations and a planning tool for designing and using similar equity-related cases in teacher education to strengthen professional practice that challenges and disrupts unjust beliefs that sustain educational inequities.
{"title":"Engaging Preservice Teachers with Equity-Related Cases to Make Visible the Inequities in Mathematics Teaching","authors":"A. Moldavan, M. Gonzalez","doi":"10.1080/01626620.2023.2242312","DOIUrl":"https://doi.org/10.1080/01626620.2023.2242312","url":null,"abstract":"ABSTRACT Reform in teacher education seeks to engage preservice teachers (PSTs) in authentic classroom situations that explore equitable practices by connecting theory to professional practice. One way for PSTs to examine how equity and inequity operate in schools is with the aid of equity-related case-based instruction. This study reports on mathematics teacher educators using equity-related cases in their mathematics methods courses to encourage critical reflection on the various ways inequitable practices can create invisible barriers that have disenfranchised marginalized students from learning mathematics. Two cases are reviewed that were designed to prompt PSTs to examine implicit biases and school policies that reaffirm systemic inequities in mathematics education. Findings detail how mathematics teacher educators and PSTs used the cases to prompt PSTs to recognize and respond to inequitable practices in mathematics teaching. Particular attention is drawn to how PSTs made educational inequities visible, critiquing teachers’ assumptions and examining how such assumptions impact instructional decision-making. This study offers recommendations and a planning tool for designing and using similar equity-related cases in teacher education to strengthen professional practice that challenges and disrupts unjust beliefs that sustain educational inequities.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44643764","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: 10.1080/01626620.2023.2228618
Amanda M. Rudolph, Nancy P. Gallavan
In this issue, we are excited to include five articles that advance the research areas in teacher preparation. Research manuscripts on trauma-informed practices, advocacy, and equity-based change bring topics that are innovative and riveting to teacher preparation. Two other manuscripts move forward research on university supervision in new and invigorating ways. Throughout all the articles, we hope you find ideas that challenge your thinking and practices. The first article in this issue of the journal, coauthored by Courtney Beers Dewhirst, Emily Spivey, Chang Sung Jang, and Rebecca Grimes, is titled “Early Childhood Education Interns’ and Cooperating Teachers’ Discussions on Trauma-Informed Practices.” The authors conducted a mixed-methods study researching the perceptions of teacher candidate interns and the perceptions of their cooperating teachers related to their understanding and engagement in discussion trauma and trauma-informed practices. Conceptually framed by Wenger’s communities of practice and Peck et al.’s organizational learning and program renewal, the authors found that both the interns and the cooperating teachers highly perceived the importance of understanding trauma-informed practices and engaging in discussions. However, both the interns and the cooperating teachers reported that they did not feel prepared to engage in trauma-informed discussions. This article offers valuable implications for teacher educators to consider when revising their programs to include trauma-informed practices. In her article, “How do Teachers use Inquiry and Advocacy as Curriculum? A Longitudinal Study,” author Catherine Lammert investigated the appropriations, i.e., the selective use and repurposing and blending of inquiry and advocacy. After completing a three-semester preparation program grounded on inquiry and advocacy, three teachers in their first two years as classroom teachers participated in this study. The three teachers reported on their adaptiveness of the concepts into their practices. The author emphasizes that these two conceptual frameworks are connected inside activist teaching. Cultural Historical Activity Theory (CHAT) enabled the teachers to help shape teachers’ practices to promote students’ interests, engagement, and well-being over time. Recommendations for teacher educators to include the concepts and practices of activism as curriculum during teacher preparation programs, especially during clinical field experiences such as internship, are strengthened through mentorship to gain confidence and competence with inquiry and advocacy. Kathryn Struthers Ahmed, Jody Polleck, and Lacey Peters, authors of “Building Community and Creating Change: Collaboratively Engaging Diverse Educational Constituents in Schoolwide EquityBased Work,” examined the effects of a series of public events focused on justice, equity, diversity, and inclusion. Facilitated by their institution’s Equity and Advocacy Committee, the events included teacher
{"title":"Editors’ Notes","authors":"Amanda M. Rudolph, Nancy P. Gallavan","doi":"10.1080/01626620.2023.2228618","DOIUrl":"https://doi.org/10.1080/01626620.2023.2228618","url":null,"abstract":"In this issue, we are excited to include five articles that advance the research areas in teacher preparation. Research manuscripts on trauma-informed practices, advocacy, and equity-based change bring topics that are innovative and riveting to teacher preparation. Two other manuscripts move forward research on university supervision in new and invigorating ways. Throughout all the articles, we hope you find ideas that challenge your thinking and practices. The first article in this issue of the journal, coauthored by Courtney Beers Dewhirst, Emily Spivey, Chang Sung Jang, and Rebecca Grimes, is titled “Early Childhood Education Interns’ and Cooperating Teachers’ Discussions on Trauma-Informed Practices.” The authors conducted a mixed-methods study researching the perceptions of teacher candidate interns and the perceptions of their cooperating teachers related to their understanding and engagement in discussion trauma and trauma-informed practices. Conceptually framed by Wenger’s communities of practice and Peck et al.’s organizational learning and program renewal, the authors found that both the interns and the cooperating teachers highly perceived the importance of understanding trauma-informed practices and engaging in discussions. However, both the interns and the cooperating teachers reported that they did not feel prepared to engage in trauma-informed discussions. This article offers valuable implications for teacher educators to consider when revising their programs to include trauma-informed practices. In her article, “How do Teachers use Inquiry and Advocacy as Curriculum? A Longitudinal Study,” author Catherine Lammert investigated the appropriations, i.e., the selective use and repurposing and blending of inquiry and advocacy. After completing a three-semester preparation program grounded on inquiry and advocacy, three teachers in their first two years as classroom teachers participated in this study. The three teachers reported on their adaptiveness of the concepts into their practices. The author emphasizes that these two conceptual frameworks are connected inside activist teaching. Cultural Historical Activity Theory (CHAT) enabled the teachers to help shape teachers’ practices to promote students’ interests, engagement, and well-being over time. Recommendations for teacher educators to include the concepts and practices of activism as curriculum during teacher preparation programs, especially during clinical field experiences such as internship, are strengthened through mentorship to gain confidence and competence with inquiry and advocacy. Kathryn Struthers Ahmed, Jody Polleck, and Lacey Peters, authors of “Building Community and Creating Change: Collaboratively Engaging Diverse Educational Constituents in Schoolwide EquityBased Work,” examined the effects of a series of public events focused on justice, equity, diversity, and inclusion. Facilitated by their institution’s Equity and Advocacy Committee, the events included teacher","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"45 1","pages":"183 - 184"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44059293","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 : 2023-06-20DOI: 10.1080/01626620.2023.2225161
A. Wilhelm, A. M. Wernick, Murphy K. Young
ABSTRACT This narrative case study describes the use of improvement science methods to strengthen the effectiveness of field experiences for teacher candidates. As part of a networked improvement community, we sought to reduce variation in the quality of field experience by providing a cohesive network of high-quality coaching supports. Using design-based methods grounded in the principles of improvement, we analyzed seven learning, design, and testing rounds to reduce variation in teacher candidates’ experiences as student teachers or interns. Results from early learning rounds suggested considerable structural variability in how supervisors conducted their POP cycles. The structural variability from these rounds led to two key change ideas to address variation in teacher candidates field experiences: a common POP cycle protocol and the use of a POP-cycle-aligned reflection form. The principles and tools of improvement highlighted small but significant changes to how supervisors support teachers within their field experiences.
{"title":"Attending to Process in Teacher Education: Small but Impactful Changes to the Teacher Supervision System","authors":"A. Wilhelm, A. M. Wernick, Murphy K. Young","doi":"10.1080/01626620.2023.2225161","DOIUrl":"https://doi.org/10.1080/01626620.2023.2225161","url":null,"abstract":"ABSTRACT This narrative case study describes the use of improvement science methods to strengthen the effectiveness of field experiences for teacher candidates. As part of a networked improvement community, we sought to reduce variation in the quality of field experience by providing a cohesive network of high-quality coaching supports. Using design-based methods grounded in the principles of improvement, we analyzed seven learning, design, and testing rounds to reduce variation in teacher candidates’ experiences as student teachers or interns. Results from early learning rounds suggested considerable structural variability in how supervisors conducted their POP cycles. The structural variability from these rounds led to two key change ideas to address variation in teacher candidates field experiences: a common POP cycle protocol and the use of a POP-cycle-aligned reflection form. The principles and tools of improvement highlighted small but significant changes to how supervisors support teachers within their field experiences.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"45 1","pages":"242 - 259"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42447479","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 : 2023-06-13DOI: 10.1080/01626620.2023.2222092
Kathryn Struthers Ahmed, Jody N. Polleck, Lacey Peters
ABSTRACT Teacher education has long been critiqued for failing to adequately prepare teachers to teach historically marginalized youth; thus, many have called for teacher education’s transformation to address this critical issue. Recognizing shortcomings within our own institution, we formed an Equity and Advocacy Committee that facilitated a series of public events focused on justice, equity, diversity, and inclusion. Using surveys and focus groups, we studied the impact of this work on participants, who ranged from undergraduate and graduate preservice teachers to in-service teachers, administrators, and college faculty. Findings demonstrated that building community with a diverse group was a unique and impactful experience. Influenced by the content of the equity events, participants reported changed mind-sets and practices within their classrooms, schools, and communities. Data also revealed barriers to engaging in equity-based work and places where the work fell short of our goals. Implications for furthering similar equity-based work in teacher education programs are addressed.
{"title":"Building Community and Creating Change: Collaboratively Engaging Diverse Educational Constituents in Schoolwide Equity-Based Work","authors":"Kathryn Struthers Ahmed, Jody N. Polleck, Lacey Peters","doi":"10.1080/01626620.2023.2222092","DOIUrl":"https://doi.org/10.1080/01626620.2023.2222092","url":null,"abstract":"ABSTRACT Teacher education has long been critiqued for failing to adequately prepare teachers to teach historically marginalized youth; thus, many have called for teacher education’s transformation to address this critical issue. Recognizing shortcomings within our own institution, we formed an Equity and Advocacy Committee that facilitated a series of public events focused on justice, equity, diversity, and inclusion. Using surveys and focus groups, we studied the impact of this work on participants, who ranged from undergraduate and graduate preservice teachers to in-service teachers, administrators, and college faculty. Findings demonstrated that building community with a diverse group was a unique and impactful experience. Influenced by the content of the equity events, participants reported changed mind-sets and practices within their classrooms, schools, and communities. Data also revealed barriers to engaging in equity-based work and places where the work fell short of our goals. Implications for furthering similar equity-based work in teacher education programs are addressed.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"45 1","pages":"222 - 241"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49217288","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 : 2023-06-13DOI: 10.1080/01626620.2023.2222089
R. Geesa, Nicholas P. Elam, Abigail D. Teeters, Thalia M. Mulvihill
ABSTRACT In this study, we examined a student teaching study abroad program where one Midwestern university has partnered with United States Department of Defense Education Activity schools in Germany. We explored university supervisors’ perceptions and experiences in their supervisory role for this student teaching study abroad program. In this qualitative study, framed by Self-Determination Theory and the motivators of autonomy, relatedness, and competence, we identified six emergent themes related to responsibilities in serving student teachers, relationships among stakeholders, advantages as a supervisor, approaches to student teachers’ effectiveness, university support systems, and challenges and areas to improve the program. Further research is needed into the perspectives of mentor teachers involved in student teaching study abroad programs.
{"title":"University Supervisors’ Perceptions of Their Personal Experiences and Professional Effectiveness in a Study Abroad Student Teaching Program in Germany","authors":"R. Geesa, Nicholas P. Elam, Abigail D. Teeters, Thalia M. Mulvihill","doi":"10.1080/01626620.2023.2222089","DOIUrl":"https://doi.org/10.1080/01626620.2023.2222089","url":null,"abstract":"ABSTRACT In this study, we examined a student teaching study abroad program where one Midwestern university has partnered with United States Department of Defense Education Activity schools in Germany. We explored university supervisors’ perceptions and experiences in their supervisory role for this student teaching study abroad program. In this qualitative study, framed by Self-Determination Theory and the motivators of autonomy, relatedness, and competence, we identified six emergent themes related to responsibilities in serving student teachers, relationships among stakeholders, advantages as a supervisor, approaches to student teachers’ effectiveness, university support systems, and challenges and areas to improve the program. Further research is needed into the perspectives of mentor teachers involved in student teaching study abroad programs.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"45 1","pages":"260 - 277"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44600895","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 : 2023-05-10DOI: 10.1080/01626620.2023.2209039
Catherine Lammert
ABSTRACT Many initiatives aim to ensure students can access inquiry-based learning that positions them to address global problems such as climate change and economic inequality. However, in the U.S., curriculum that centers students’ positions as activists is rare, particularly in schools that serve marginalized students. In this study, inquiry and advocacy, two activist teaching frameworks, were employed in preservice elementary teacher education through the use of mentoring experiences. A longitudinal multiple case study, which relied on Cultural Historical Activity Theory, examined the appropriations of inquiry and advocacy made by teachers in their first two in-service years. Findings suggest that across activity settings, teachers adapted inquiry and advocacy by using key tools such as informational texts, by aligning their work with accepted initiatives and addressing state standards, and by cautiously choosing mentors. Findings suggests that researchers must increase their attention to preservice teacher typology and the different features of activity settings in studies evaluating the value of preservice learning. Implications for teacher education programs are discussed.
{"title":"How do Teachers use Inquiry and Advocacy as Curriculum? A Longitudinal Study","authors":"Catherine Lammert","doi":"10.1080/01626620.2023.2209039","DOIUrl":"https://doi.org/10.1080/01626620.2023.2209039","url":null,"abstract":"ABSTRACT Many initiatives aim to ensure students can access inquiry-based learning that positions them to address global problems such as climate change and economic inequality. However, in the U.S., curriculum that centers students’ positions as activists is rare, particularly in schools that serve marginalized students. In this study, inquiry and advocacy, two activist teaching frameworks, were employed in preservice elementary teacher education through the use of mentoring experiences. A longitudinal multiple case study, which relied on Cultural Historical Activity Theory, examined the appropriations of inquiry and advocacy made by teachers in their first two in-service years. Findings suggest that across activity settings, teachers adapted inquiry and advocacy by using key tools such as informational texts, by aligning their work with accepted initiatives and addressing state standards, and by cautiously choosing mentors. Findings suggests that researchers must increase their attention to preservice teacher typology and the different features of activity settings in studies evaluating the value of preservice learning. Implications for teacher education programs are discussed.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"45 1","pages":"203 - 221"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43577690","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 : 2023-05-09DOI: 10.1080/01626620.2023.2207530
Nadia Behizadeh, Camea L. Davis, Rhina Fernandes Williams
ABSTRACT A growing body of scholarship in teacher education details methods for supporting inservice and preservice teachers in developing critical consciousness, particularly White preservice teachers. Less examined is critical consciousness development for Black preservice teachers. This study employs case study methods to examine beliefs and practices related to critical consciousness of four Black preservice teachers and explore how participating in a social justice-centered university teacher preparation program and a linked social justice-centered residency program supported critical consciousness development. Findings highlight the complexity of critical consciousness positioning and development for Black preservice teachers. Implications for university teacher preparation programs, residency programs, and future research are discussed.
{"title":"Exploring Critical Consciousness Development for Black Preservice Teachers","authors":"Nadia Behizadeh, Camea L. Davis, Rhina Fernandes Williams","doi":"10.1080/01626620.2023.2207530","DOIUrl":"https://doi.org/10.1080/01626620.2023.2207530","url":null,"abstract":"ABSTRACT A growing body of scholarship in teacher education details methods for supporting inservice and preservice teachers in developing critical consciousness, particularly White preservice teachers. Less examined is critical consciousness development for Black preservice teachers. This study employs case study methods to examine beliefs and practices related to critical consciousness of four Black preservice teachers and explore how participating in a social justice-centered university teacher preparation program and a linked social justice-centered residency program supported critical consciousness development. Findings highlight the complexity of critical consciousness positioning and development for Black preservice teachers. Implications for university teacher preparation programs, residency programs, and future research are discussed.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44249080","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: 10.1080/01626620.2023.2209040
C. Dewhirst, Emily Spivey, Chung Sang Jang, Rebecca Grimes
ABSTRACT Due to the pervasiveness and negative impacts of trauma on students, it is essential for teachers to be prepared to use trauma-informed practices. Few studies focus on the preparation of preservice teachers for trauma-informed practices in teacher education programs. This manuscript presents findings from a mixed-methods study surveying discussions and preparation for discussions on trauma-informed practices in early childhood education communities of practice. Participants included 49 interns and cooperating teachers from nine accredited teacher education programs in one state. Findings indicate discussions on trauma and trauma-informed practices between interns and cooperating teachers inconsistently take place in internships, and trauma-informed practice preparation for some preservice teachers is insufficient. Implications for teacher educators are offered, including methods to both support interns as trauma-informed practitioners and cooperating teachers as mentors and instructors of trauma-informed practices.
{"title":"Early Childhood Education Interns’ and Cooperating Teachers’ Discussions on Trauma-Informed Practices","authors":"C. Dewhirst, Emily Spivey, Chung Sang Jang, Rebecca Grimes","doi":"10.1080/01626620.2023.2209040","DOIUrl":"https://doi.org/10.1080/01626620.2023.2209040","url":null,"abstract":"ABSTRACT Due to the pervasiveness and negative impacts of trauma on students, it is essential for teachers to be prepared to use trauma-informed practices. Few studies focus on the preparation of preservice teachers for trauma-informed practices in teacher education programs. This manuscript presents findings from a mixed-methods study surveying discussions and preparation for discussions on trauma-informed practices in early childhood education communities of practice. Participants included 49 interns and cooperating teachers from nine accredited teacher education programs in one state. Findings indicate discussions on trauma and trauma-informed practices between interns and cooperating teachers inconsistently take place in internships, and trauma-informed practice preparation for some preservice teachers is insufficient. Implications for teacher educators are offered, including methods to both support interns as trauma-informed practitioners and cooperating teachers as mentors and instructors of trauma-informed practices.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"45 1","pages":"185 - 202"},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46945657","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: 10.1080/01626620.2023.2191578
Tracey Covington Hasbun, Heather K. Olson Beal
The editorial team of Action in Teacher Education is excited to introduce the next issue, which contains excellent articles that address timely, relevant issues in educator preparation. All five articles explore ways in which current and future teachers can be better prepared to effectively teach in increasingly diverse settings and in ways which center equity and culturally responsive teaching. The articles authored by Wendy Gardiner, et al., Michael Putnam, et al., and Jennifer Jacobs focus on important issues (e.g., whiteness, self-efficacy, culturally responsive pedagogy, equity-centered pedagogy) that need to be examined in order for educators to effectively meet the needs of all their students, particularly students from historically under-resourced populations. Gardiner, et al., and Jacobs use qualitative research methods – interviews, in Jacobs’s article, and self-study in Gardiner’s article, while Putnam, et al., use a mixed methods design that includes semi-structured interviews and data collected from a culturally responsive teaching self-efficacy scale. The articles authored by Cho, Chou, and Wiens, and Yoon focus on improving the educational outcomes and schooling experiences of bilingual and multilingual education, a growing and critical population in U.S. public schools. While Cho uses quantitative research methods (i.e., the LATS-R or Language Attitude Teachers Survey-Revised), Yoon’s study uses classroom observations and interviews. All five studies’ findings are important for current and future teachers and for educator preparation programs. In “When ‘nice’ isn’t: Confronting niceness and whiteness to center equity in teacher education,” Wendy Gardiner and coauthors, Tierney Hinman, Amy Tondreau, Sophie Degener, Tess Dussling, Elizabeth Stevens, Nance Wilson, and Kristen White, all white female teacher educators, report on findings from a self-study they conducted in conjunction with a cross-institutional community of practice they established to explore and deconstruct the ways in which niceness and whiteness work in complex ways to create new and maintain existing barriers to centering equity and justice in educator preparation programs. For four years, the group met monthly via Zoom to discuss relevant readings by scholars of color and to share and dissect critical incidents that took place in their classes and with their colleagues. A key finding from their study is that this type of identity interrogation and reflection work cannot be done in isolation; collaboration was critical to helping them identify the sometimes subtle ways in which these concepts influence how we navigate difficult conversations and enact our roles as teacher educators. Their article includes detailed information about the readings they selected and the processes they underwent, which should be helpful should readers want to engage in similar work with educator preparation colleagues. In the second article, “Teacher education students’ perceptions ab
{"title":"Editors’ Notes","authors":"Tracey Covington Hasbun, Heather K. Olson Beal","doi":"10.1080/01626620.2023.2191578","DOIUrl":"https://doi.org/10.1080/01626620.2023.2191578","url":null,"abstract":"The editorial team of Action in Teacher Education is excited to introduce the next issue, which contains excellent articles that address timely, relevant issues in educator preparation. All five articles explore ways in which current and future teachers can be better prepared to effectively teach in increasingly diverse settings and in ways which center equity and culturally responsive teaching. The articles authored by Wendy Gardiner, et al., Michael Putnam, et al., and Jennifer Jacobs focus on important issues (e.g., whiteness, self-efficacy, culturally responsive pedagogy, equity-centered pedagogy) that need to be examined in order for educators to effectively meet the needs of all their students, particularly students from historically under-resourced populations. Gardiner, et al., and Jacobs use qualitative research methods – interviews, in Jacobs’s article, and self-study in Gardiner’s article, while Putnam, et al., use a mixed methods design that includes semi-structured interviews and data collected from a culturally responsive teaching self-efficacy scale. The articles authored by Cho, Chou, and Wiens, and Yoon focus on improving the educational outcomes and schooling experiences of bilingual and multilingual education, a growing and critical population in U.S. public schools. While Cho uses quantitative research methods (i.e., the LATS-R or Language Attitude Teachers Survey-Revised), Yoon’s study uses classroom observations and interviews. All five studies’ findings are important for current and future teachers and for educator preparation programs. In “When ‘nice’ isn’t: Confronting niceness and whiteness to center equity in teacher education,” Wendy Gardiner and coauthors, Tierney Hinman, Amy Tondreau, Sophie Degener, Tess Dussling, Elizabeth Stevens, Nance Wilson, and Kristen White, all white female teacher educators, report on findings from a self-study they conducted in conjunction with a cross-institutional community of practice they established to explore and deconstruct the ways in which niceness and whiteness work in complex ways to create new and maintain existing barriers to centering equity and justice in educator preparation programs. For four years, the group met monthly via Zoom to discuss relevant readings by scholars of color and to share and dissect critical incidents that took place in their classes and with their colleagues. A key finding from their study is that this type of identity interrogation and reflection work cannot be done in isolation; collaboration was critical to helping them identify the sometimes subtle ways in which these concepts influence how we navigate difficult conversations and enact our roles as teacher educators. Their article includes detailed information about the readings they selected and the processes they underwent, which should be helpful should readers want to engage in similar work with educator preparation colleagues. In the second article, “Teacher education students’ perceptions ab","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"45 1","pages":"87 - 89"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48929950","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 : 2023-03-02DOI: 10.1080/01626620.2023.2184881
Jennifer Jacobs
ABSTRACT Within the equity-centered teacher preparation literature, the learning of teacher candidates is often at the center of the conversation. Less prevalent are conversations about the equity-centered teacher educators who will be responsible for equity-centered teacher candidate preparation. The purpose of the study was to understand the development of the next generation of equity-centered teacher educators through doctoral preparation using a teacher knowledge framework coupled with a lens of critical consciousness and praxis. Interviews were utilized to understand the experiences of six doctoral student participants learning about equity-centered teacher education through their participation in various learning contexts within their doctoral program. Findings included the need for equity-centered teacher educators to 1) develop a theoretical basis for working with teacher candidates, 2) engage in consciousness-raising about past experiences and beliefs, and 3) have opportunities for praxis. These findings led to assertions that the next generation of equity-centered teacher educators need opportunities to construct multiple types of knowledge and opportunities to engage in praxis within their preparation. The findings have implications for essential components for preparing the next generation of equity-centered teacher educators.
{"title":"Preparing the Next Generation of Equity-Centered Teacher Educators: Considerations for a Pedagogy of Teacher Educator Education","authors":"Jennifer Jacobs","doi":"10.1080/01626620.2023.2184881","DOIUrl":"https://doi.org/10.1080/01626620.2023.2184881","url":null,"abstract":"ABSTRACT Within the equity-centered teacher preparation literature, the learning of teacher candidates is often at the center of the conversation. Less prevalent are conversations about the equity-centered teacher educators who will be responsible for equity-centered teacher candidate preparation. The purpose of the study was to understand the development of the next generation of equity-centered teacher educators through doctoral preparation using a teacher knowledge framework coupled with a lens of critical consciousness and praxis. Interviews were utilized to understand the experiences of six doctoral student participants learning about equity-centered teacher education through their participation in various learning contexts within their doctoral program. Findings included the need for equity-centered teacher educators to 1) develop a theoretical basis for working with teacher candidates, 2) engage in consciousness-raising about past experiences and beliefs, and 3) have opportunities for praxis. These findings led to assertions that the next generation of equity-centered teacher educators need opportunities to construct multiple types of knowledge and opportunities to engage in praxis within their preparation. The findings have implications for essential components for preparing the next generation of equity-centered teacher educators.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"45 1","pages":"159 - 181"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43676483","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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