Consistent with the anniversary theme of this special issue of ATE, this article offers an overview of 40 years of advocacy for social justice- and equity-centered teacher preparation through three extended examples from the author's own work. Arranged chronologically and shaped by differing policy and political landscapes, the examples represent…

The purpose of this qualitative study was to explore how pre-service teachers perceive, understand, and feel about Data-driven decision making (DDDM), as well as the impact of targeted, persuasive instruction on those constructs. According to conceptual change theory, learners sometimes hold knowledge, feelings, and beliefs that may be…

Preservice teachers (PSTs) must be able to link content, effective teaching practices, and student learning; thus, it is critical for teacher educators to emphasize connections between research and practice in methods courses. Reflection plays an important role in this process. In this article, the authors discuss and illustrate a vignette…

Despite widespread discourse about the need for teachers to utilize education research, little is known about how teachers learn to engage in this practice. How do preservice teachers understand the use of research to inform their teaching? Set within the context of a mathematics methods course, this study provides a detailed analysis of the…

As the number of English Language Learners (ELLs) educated in general education classrooms has increased, many teacher education programs have implemented reforms intended to prepare teacher candidates to work with ELLs. This multiple-case study uses a sociocultural perspective on learning to examine whether and how four undergraduate teacher…

Preparing successful teacher candidates in urban schools requires educator preparation programs to integrate the exploration of community and cultures into the curriculum. Understanding the importance of community, interpreting and analyzing cultural implications, and creating new perceptions and understandings of urban students are essential for…

This study examined a writing methods course for early childhood preservice teachers (PSTs). Addressing the concerns for the teaching of writing, the course sought to engage PSTs in learning designed to create cognitive shifts concerning their perceptions about writing. The goal of the study was to analyze how a writing methods course mediated…

This article discusses the findings of a large scale mixed-methods study (2006-2010) conducted on a variety of early professional experiences of beginning primary teachers in the Republic of Ireland.

This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

In this article, the author explores her observations of preservice teachers' technological literacy as it is often enacted across iterations of a writing methods course. Using personal examples and classroom anecdotes, the author argues that the construct of "digital native" is flawed and, instead, the author positions preservice…

Against a backdrop of critical discussion over the fundamental relevance of university teacher educator programs in general, this study surveyed 102 second-language K-12 teachers in New Jersey on their perceptions of the relative priority of conceptual teacher knowledge (i.e., theory/research) and procedural teacher knowledge (i.e., practical…

Because the English learners' (ELs) population is growing in the United States, teacher candidates should be provided with experiences that prepare them to effectively teach and empower linguistically/culturally diverse students. Teacher candidates should be provided with opportunities to learn skills that engage ELs in mathematics. In this…

Colleges of education must instantiate their candidates' knowledge, skills, and dispositions for accreditation. Professors often have candidates reflect on field experience as a way to enhance their learning. This study examines reflections of 43 candidates over a 2-year period. Candidates engaged in an after-school enrichment program as…

Professional integrity and changing demographics in the public school system in the United States coupled with standards for teacher preparation require that preservice teachers possess knowledge, skills, and dispositions necessary to work with diverse populations. Using the Teacher Work Sample, a plan for instruction serving as a teacher…

Within the current accountability context of education in the United States and Canada, there is a clear need to educate teachers on effectively using assessments to support, measure, and communicate student learning. Despite this need, assessment has historically been a neglected area in teacher education programs with comparatively little…