Creating equitable classrooms is difficult for many preservice teachers. Addressing this challenge includes helping them understand what equity is and recognizing how teaching practices contribute to (in)equitable learning environments. This investigation describes how one teacher education program approaches helping students by employing an…

"Grow Your Own" (GYO) programs have emerged as a new approach to expanding teacher supply, addressing localized shortages, and diversifying the profession. However, little is known about the scale and design of GYO programs, which recruit and support individuals from the local community to become teachers. We conduct a quantitative…

Many novice teachers learn to teach "on the job," leading to burnout and attrition among teachers and negative outcomes for students in the long term. Preservice teacher education is tasked with optimizing teacher readiness, but there is a lack of causal evidence regarding effective ways to prepare new teachers. In this paper, we use a…

Dual certification programs are proliferating as the principal means of preparing teachers for inclusive practice. Drawing on the 1,408 university-based teacher education programs on the 2019 Title II database, we examined the institutional website discourse for every program offering prospective teachers the opportunity to earn a general and…

Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed…

Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who…

The purpose of this statement is to inform those using or considering the use of value-added models (VAM) about their scientific and technical limitations in the evaluation of educators and programs that prepare teachers. The statement briefly reviews the background and current context of using VAM for evaluations, enumerates specific psychometric…

In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education--and has therefore narrowed our…

Empirically rigorous research on teacher education entry is extremely limited. Evidence on who enters teacher education and why is crucial for identifying undesired gaps in entry and can assist with teacher recruitment. Grounded in prior research, we identified four primary groups of relevant individual-level variables: student/family background,…

Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The study used data…

This mixed-methods study explores the differences in 1st-year urban teachers' classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89…

Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some…

Agrees with the preceding author's call for involvement of educational researchers in teacher education. Otherwise, disputes Joyce's claim to be calling for "radical" changes in teacher education, arguing that many of proposed changes have already been endorsed by national associations in the field of teacher education. (CMG)