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PREPARING TEACHER CANDIDATES TO BE EFFECTIVE URBAN EDUCATORS WHOARE REFLECTIVE, INNOVATIVE, AND COMMITTED TO DIVERSITY byCHAVON L. JACKSON December, 2011Advisor: Dr. Kathleen Crawford-McKinneyMajor: Curriculum and InstructionDegree: Doctor of Philosophy The purpose of this study was to examine to what extent a teacher educationprogram prepares teacher candidates to b...

This commentary was written in response to the Rink (2013), McKenzie and Lounsbery (2013), and Ward (2013) articles published earlier on teacher effectiveness in physical education (PE). The historical analyses of teacher effectiveness research in PE (TER-PE) presented in those 3 articles are briefly described, particularly as they represent a collective agenda in the first 3 decades in this li...

Researchers have identified the importance of understanding language teacher identity in order to understand more about language teacher education (Johnston, Pawan, & Mahan-Taylor, 2005; Varghese, Morgan, Johnston, & Johnson, 2005). The role of previous experience in shaping language teacher identity and beliefs and practices has been commented on by many writers (e.g., Crandall, 2000; Freeman ...

In this paper, we compare subjective principal assessments of teachers to the traditional determinants of teacher compensation – education and experience – and another potential compensation mechanism -value-added measures of teacher effectiveness based on student achievement gains. We find that subjective principal assessments of teachers predict future student achievement significantly better...

This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is on what prior experiences and learning from pre-school mean for their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on...

This paper contributes to our knowledge of teacher educators' strategies for, and dilemmas with, working with gender inclusion in teachers' education. It illustrates how gender is constructed and reconstructed in teachers' education. The study revealed that teachers' education is not only – as earlier described – a highly feminised field, it is also a discipline that is permeated by horizontal ...

This article addresses how the professional identity of a teacher is constructed through narrative with two intended goals: 1) to examine the ways in which theories of teacher education are embedded in professional identity, and 2) to suggest the inclusion of individual narrative analysis as a reflective tool in professional development and teacher education. A teacher’s spontaneous conversatio...

This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were used to validate and obtain performance measures...

This paper shares a model for content development for teacher education in Western China. The goal of our project, Strengthening Capacity for Basic Education in Western China (SCBEWC), is to improve student learning through teacher education with a focus on student-centered instruction (SCI) and SCI's tie to multiple intelligences (MI). Both SCI and MI are consistent with the New Curriculum for...