This article describes an innovative process in which teacher educators engaged in collaborative reflection and analysis of multimodal assessments. Through an organically designed method termed structured autoethnographic vignette analysis, six teacher educators across the United States investigated their use of multimodal assessments in their…

In this article we analyze the landscape of dance teacher certification programs in the United States for the potential of anti-racist transformation in the field of dance education. We look at higher educational programming as a main place for revolutionary change in the future of dance education because the socio-political culture within…

This article analyzes the implementation of problem-based learning (PBL) in music teacher education. A qualitative action-research took place at the Instituto Federal de Educação, Ciência e Tecnologia (IF), in Northeast Brazil, including Music Education students and selected staff. The pedagogical intervention was carried out by in-class…

In mid-March 2020, the spread of COVID-19 prompted colleges and universities to pivot to online instruction, resulting in myriad unanticipated challenges. As teacher educators working in distinct capacities across the Elementary and Secondary Education programs at George Mason University, we gathered to make sense of this shift and have engaged in…

Low teacher morale suggests a need for a renewed focus on joyful teaching. Moreover, mechanical lesson planning can discourage teacher candidates whose aspirations to teach pivot around their desire to make a difference in the lives of others while pursuing a career that will be joyful and fulfilling. Teacher educators can support candidates by…

Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators' hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy…

Developing preservice and inservice teachers' sociopolitical consciousness remains an important part of supporting the success of P-12 student experiences. The authors recognize that one way to enhance the sociopolitical consciousness aspect of culturally responsive pedagogy/teaching is through experiential opportunities that support teacher…

Required courses in teacher education programs can sometimes prompt less-than-positive responses from pre-service teachers. Multicultural teacher educators, in particular, may face resistance from prospective teachers who, believing that they do not harbor prejudices, question the need to examine their attitudes toward culturally and…

This four-year longitudinal study examines the transitions of an early-career teacher from her completion of a graduate program with English certification (grades 7-12) into teaching literature in an urban high school. Our central question was how Beth's pedagogical knowledge was shaped over time by her consistent efforts to enact two key…

Critical reflection is an essential element in teachers' efforts to address the social justice issues that are often part of their lived experiences and those of their students. When educators begin to examine how power, privilege, and widely accepted assumptions about their practice may be working against their goals, such as eliminating forms of…

This article offers a description of critical literacy practice and/as professional development as it evolved in a teacher inquiry group investigating critical literacy. The authors describe this professional development experience as an instance of critical literacy in practice. The entirety of this article is a collaborative product in which the…

There is a strong international trend for governments to move teacher training away from the universities into the schools. In effect, this is a challenge to the expertise and effectiveness of university-based teacher educators. This paper examines the role of fashions in research in the destruction of teacher educator credibility. Reflective…

There is increasing recognition of the role of self-study in building teachers' knowledge base. As teachers make decisions about what and how to teach, they draw upon a knowledge base that includes numerous types of knowledge. This knowledge base is not static, but rather changes and expands throughout one's teaching career. An important method…

Reflection is a commonly used term in teacher education. Its meaning and use, however, varies from person to person and from program to program. Despite these variations, there is agreement that the goal of preparing reflective practitioners is a worthwhile endeavor in teacher education. The purpose of reflecting is to untangle a problem, or to…

Describes a teacher education program that provides multiple opportunities for preservice teachers to construct and reflect on learning to teach. The program emphasizes helping teachers to see themselves as learners, as teachers of content, and as researchers. Examples of course work and assignments that reflect a constructivist perspective are…