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Jambunathan et al


Differences in the Beliefs About the Use of Developmentally Appropriate Practices Among Undergraduate and Graduate Students in Early Childhood Education

Saigeetha Jambunathan

Regina Adesanya

ABSTRACT: This study examined the differences in beliefs about developmentally appropriate practices (DAP) among graduate and undergraduate students in early childhood education. The study also compared the differences in the beliefs about DAP between students who were in the initial and the last phases of the program. Eighty-three undergraduate and graduate students in early childhood education participated in the study. The students completed a 30-item paper-and-pencil Teacher Beliefs Survey (Jambunathan, 2016). A one-way multivariate analysis of variance (MANOVA) was conducted to determine the effect of the level of education on the teacher candidate beliefs about the use of DAP. Significant differences were found between the graduate and undergraduate teacher candidates in the area of observing, documenting, and assessing to support young children and families (F (1, 82) = 2.4826, p < .001). Univariate ANOVAs were done for each of the dependent variables as follow-up tests to the MANOVA to see which dependent variables contributed to the significant results. Significant differences were found in the area of observing, documenting, and assessing to support young children and families between initial phase and final phase graduate students (F (1, 82) = 1.446, p < .05).

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Zipke et al.


Factors that Contribute to Educational Linguistics Knowledge in Our Teacher Education Program

Marcy Zipke

and Laura Hauerwas

ABSTRACT: This self-study explores the current status of teacher preparation in educational linguistics and examines how one merged elementary special education program integrates language knowledge into courses and field experiences across the undergraduate program. Multiple areas of language (phonology, morphology, syntax, semantics, and pragmatics) and domains of knowledge (foundational knowledge, linguistic skills, and practice) are considered. Data sources included a review of the courses, pre- and post-tests of educational linguistics at different phases of the program, teaching observations, and student focus groups. Results indicated that pre-service educators made gains in all areas of language and domains of knowledge. Findings from the student teaching observations and focus group provided insight into program factors that contributed to pre-service teachers’ ability to apply educational linguistics in their teaching. This study extends previous discussions of teacher preparation in linguistics and highlights for us the importance of diverse field experiences and reflective practices to developing pre-service teachers’ knowledge of educational linguistics and its applications in teaching.

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McElroy et al.


Redesigning Decision-Making in Pre-Service Teacher Education

Encouraging Engagement and Knowledge Growth

Brianna McElroy

Stephanie Chitpin

ABSTRACT: Knowledge of various curriculum content and student assessment is an important aspect of pre-service teacher training. Knowledge in these two areas contributes to pre-service teachers’ effectiveness in maximizing students’ learning and outcomes associated with curriculum delivery. A distinction is drawn between learning and knowledge building or growth. “Knowledge growth” refers to building knowledge through asking questions, leading discussions, or engaging in hypothesis testing to remove error(s) contained in solutions or theories. In this article, we use the Objective Knowledge Growth Framework (OKGF), a model based on the critical rationalism of Sir Karl Popper, to show how the instructor, with the assistance of a recent graduate of the program, has used the OKGF in redesigning two sections of the Curriculum Design and Evaluation course—a compulsory course for all pre-service teachers at the University of Ottawa. The redesign of the course attempts to support pre-service teachers’ knowledge growth, based on student feedback, different curriculum delivery approaches, and assessment methods. The object of this article is to evidence how the OKGF helps engage students in asking questions, trying out solutions to problems they encountered in their practice, and providing opportunities for students to challenge assumptions presented in the classroom.

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Henning et al.


Designing Teaching Practice

A Case Study of Pro-c Creativity

John E. Henning

Timothy McKeny

Ginger Weade

Danielle E. Dani

Linda J. Rice

Anthony J. Xenos

ABSTRACT: The purpose of this study was to provide a description of the creative process of a high school mathematics teacher. This teacher was selected for study because of the originality and effectiveness of his instructional design as evidenced by (1) its impact on students, (2) the changes it inspired in his behaviors and beliefs, and (3) its dissemination through publication. The results describe the teacher’s process for developing and implementing creative insights through the lens of both the creative process and design thinking. Recommendations are given for cultivating the intuitive and analytical thinking of teachers.

Interdisciplinary descriptions of creativity date back at least a hundred years to John Dewey, who characterized problem solving as sensing a difficulty, suggesting a solution, considering the consequences, and accepting a final solution (1910). In 1926, Wallas proposed a four-stage model for the creative process that still has considerable currency today: preparation, incubation, illumination, and verification (Ochse, 1990). Many scholars acknowledge that the creative process involves a long preparatory period to acquire expertise, which in turn is followed by deep engagement with a specific problem, the manifestation of a sudden and often unexpected insight, and the development of a workable solution that can be tested and disseminated to others (Csikszentmihalyi & Sawyer, 1995; Gruber, 1995; Sawyer, 2003).

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Call for Book Review


Call for Book Reviews

Teacher Education and Practice is interested in receiving high-quality book reviews for upcoming issues. Individuals interested in reviewing a book or providing a review essay that examines 1-–3 books focused upon a common issue, topic, or theme should submit a proposal to the editor. The proposal should not exceed one page and should identify the book(s), along with a rationale supporting the appropriateness of the book review or review essay for Teacher Education and Practice.

Books selected for review should demonstrate a clear alignment with teacher preparation and/or practice. Book reviews and/or essay reviews should provide a critical examination of the book(s) under review. High-quality reviews offer the reader a thoughtful critique of the book(s), juxtaposing select and/or salient points from the book(s) under review in relation to other important contributions in the field of teacher preparation and practice. Individuals may elect to offer reviews or review essays that align with a special issue or as an open theme submission. Teacher Education and Practice is interested in receiving manuscripts that address social practice, teacher preparation, pedagogy, curriculum, standards and accountability, teacher learning, issues of diversity, teacher as researcher, alternative certification programs, and other germane topics. Submissions should follow manuscript guidelines for Teacher Education and Practice, and should be approximately 5–7 double-spaced pages, depending on whether the review is for a single book or an essay covering multiple books. In addition, submission should have a separate page listing the book(s) title, publisher, year published, ISBN number, price of book(s) (paperback and/or hardback, depending on format reviewed), and number of pages.

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Newbugh et al.


Deep Practices

Advancing Equity by Creating a Space and Language for the Inner Core of Teaching

Paul Michalec

Katherine Newburgh

ABSTRACT: “Best practices” are well known in the field of education. Best-selling books such as Teach Like a Champion: 49 Techniques that put Students on the Path to College, by Doug Lemov, the Council for the Accreditation of Educator Preparation, state teacher evaluation systems, and Department of Education national standards focus overwhelmingly on what the authors term the outer core of teaching, which includes the technical aspects of teaching that can be easily seen and defined. This article proposes a comprehensive framework for defining and observing “deep practices.” These originate from the inner core of teaching, which is comprehensively defined by the five ineffable qualities of calling, presence, authenticity, wholeheartedness, and imagination.

Two Kinds of Intelligence

as a child in school memorizes facts and concepts

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Randall et al.


The Intersection of Imagination, Literacy, and Design

Content Area Curation in the Secondary Classroom

Régine E. Randall

Mia L. Mercurio

ABSTRACT: Recent interest in artifactual literacies has helped the authors of this article rethink how they teach pre-service and in-service teachers as well as collaborate with K–12 teachers. Learning that involves collecting and curating artifacts as a type of literacy instruction may create a link between school and life because students are given the power and the opportunity to create a tangible connection between new content learning and what already exists. This practice is applicable across all content areas because every field has seminal work that continues to guide and shape how teachers present knowledge and instruct students.

Teachers who teach teachers” is how we often explain what we do as professors of education. As teacher educators and reflective practitioners, we try to help pre-service and in-service teachers learn how to marry a desire to teach creatively with the need to teach strategically. This article reflects not one intended research study; rather, it is a compilation of our years of experience as college professors both at the university and in the field. As such, it is not written in a traditional research format; however, the examples provided throughout have been used with written permission of the students and schools we have had the honor to work with. As educators we believe it is as important for us to continue to question, learn, and grow, as it is for our students.

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Upcoming Issues-Call


Upcoming Issues and Call for Reviewers

Calls for Reviewers

Editors of Teacher Education & Practice seek individuals to serve as Editorial Reviewers. Reviewers will serve a minimum of two years. Responsibilities include:

• Review manuscripts for publication in Teacher Education and Practice

• Stay current in issues in teacher education

• Communicate effectively with editors and/or authors about the manuscript(s)

• Meet deadlines to ensure prompt responses to authors

If interested, please send via regular mail or e-mail a letter of interest and a current vita (attached file in Microsoft Word, PC, or Mac) to Editor, Dr. Patrick M. Jenlink (Phone: 936-468-2908, E-mail: pjenlink@sfasu.edu), Stephen F. Austin State University, PO Box 13018, SFA Station, Nacogdoches, TX 75962-3018.

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Purposeful Pausing

Integrating a Mindfulness Practice into the Student Teaching Experience

Alice McIntyre

ABSTRACT: This article explores how a professor and a small group of student teachers used purposeful pausing to address the sometimes difficult, unsettling, and disquieting thoughts and feelings that arose during teaching–learning experiences. Purposeful pausing is the act of taking the time to intentionally stay with and accept whatever discursive thought or feeling is present at any given moment without trying to fix it, ignore it, or change it. By pausing on purpose, and creating space of an alternative way of responding to a challenging moment, the students were less likely to feel ashamed or embarrassed by their thoughts, feelings, and/or what they perceived as their inadequate teaching. Rather, they were more likely to direct their thoughts and actions in a proactive way and feel more confident in their teaching practice.

During the last decade, mindfulness, which was “once considered a fringe activity” (Albrecht, Albrecht, & Cohen, 2012, p. 11), has gained acceptance in a number of K–12 educational settings.

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Manuscript Prep Submission


Manuscript Preparation and Submission

Teacher Education and Practice uses a blind peer-reviewed process to review submissions. All submissions will be reviewed by the editorial staff prior to an external blind review and a contact person assigned from the staff to work with each contributing author. Authors should submit manuscripts that focus on a topic or theme set for the journal that makes a contribution to the understanding and advancement of teacher preparation, practice, and policy. TE&P serial publication includes both open-theme and/or special-theme issues. Submissions may include reports of research, expository pieces, pedagogical and/or methodological issues, scholarly practice, epistemological considerations, innovative ideas or approaches, etc. TE&P welcomes contributions that ad-dress teacher preparation, practice, and policy issues from experienced and novice scholars, teacher educators, teacher practitioners, researchers, policy developers and analysts, etc.

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Schmitz et al.


Using Proof Pedagogy to Scaffold Pre-Service Teachers’ Application of Child Development

Stephanie Schmitz

Katheryn East

ABSTRACT: As instructors of a development and assessment course for pre-service teachers, we take the position that knowing about development is insufficient; instead, we believe future teachers must learn to use development in their thinking about children so they can apply what they know to their classroom practice. To develop pre-service teachers’ professional vision through their ability to notice, reason about, and predict next steps with a child’s development, we created and implemented a developmental proof process. In this article, we discuss the creation and study of the implementation of the developmental proof process. Our findings show statistically significant improvements during the semesters of implementation. A qualitative review of our data provides additional support for these findings. Connections between pre-service teachers’ developing skills and professional vision are made, and implications for pre-service teacher education related to these findings are discussed.

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Transforming Social Media Photo Albums into Learning Albums

A Glance into One Teacher Educator’s Experience

Stephanie Grote-Garcia, Nathanael J. Jones, and Norman St. Clair

ABSTRACT: This article provides an overview of learning albums, an original instructional method that transforms online photo albums, such as those found on Facebook or Instagram, into collaborative learning units that invite students to locate, evaluate, synthesize, and communicate online information. One teacher educator’s experience of integrating learning albums into a pre-service teacher education course further illustrates the method. Included are descriptions of specific activities and a brief reflection from the teacher educator.

Sidewalks, wet from a morning rain, stretch beneath yellow leaves that dance precariously in the blustery autumn breeze. Below the leaves, college students file from university campus buildings onto pathways leading to their next classes. Most have their heads craned down, barely aware of their surroundings, oblivious to the rain, cars, and the crisp morning air. A soft, warm glow from an LCD screen bathes each face.

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Reimagining Pedagogy in Online Teacher Education

(Re)shaping Participation in Literacy and Social Studies Methods Courses

Anne Swenson Ticknor, Christina M. Tschida, and Caitlin L. Ryan

ABSTRACT: With the rise in online course offerings in teacher education, elementary teacher educators are left to reimagine their pedagogies in these new formats in ways that still engage students in learning to be members of a highly interactive profession. Methods courses, in particular, often rely on the embodiment of specific practices, both for teachers and students, which can be challenging to create online. In this article, we examine our process of revising our online literacy and social studies methods courses to include opportunities for more fully embodied teaching and learning. Efforts include adding a series of videos to model instructional practices, modifying assignments to build interactive classroom communities, and organizing web conferences to scaffold participation in a professional community. Students reported feeling more supported, more connected, and more motivated to learn our courses as a result of these activities, therefore translating to more knowledgeable and better-prepared elementary teachers.

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Jenlink Editorial



Teacher Preparation for the Digital Age: Toward New Literacies, Epistemologies, and Pedagogies

Patrick M. Jenlink

We live in a democratic society that is rapidly being reshaped through new media and the advancement of digital technologies.1 These technologies “are fundamentally transforming economies, societies, and cultures worldwide, with consequent changes to education” (Shaffer Nash, & Ruis, 2015, p. 2). As teacher educators we are responsible for preparing each generation of teachers at a time when the technologies of the digital age are fundamentally changing cultures worldwide, enabling forms of communication and knowledge access heretofore never experienced on a global scale. Within this context, we are responsible for preparing each generation of teachers to respect freedom of thought and expression, and we must also prepare teachers to work in a digital ecology of education shaped by the marvels of technology that are enabling citizens to see the world and their society in new ways and through new means of communication.

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Educational Technology and Teacher Education Programs

A Geographic Information Systems Study

Caitlin Riegel and Yonghong Tong

Abstract: As technology continues to play a major role in education, the ability for pre-service teachers to effectively utilize technology becomes increasingly important. Accreditation bodies like the Council for the Accreditation of Educator Preparation (CAEP) work to ensure that institutions offering teacher education programs meet technology standards; however, literature suggests teachers working in the field are still exceedingly underprepared to utilize technology. In this study, data collected by the U.S. Department of Education and the National Center for Education Statistics regarding technology preparation within teacher education programs in the United States was mapped and analyzed using geographic information systems (GIS) software. Undergraduate programs were found to prepare teachers to a “major extent” to use technology, an average of 9.48 percent of the time, graduate programs 16.37 percent, professional development activities 23.04 percent, training 25.35 percent, and independent learning 46.31 percent. These findings suggest that more technology preparation is needed for pre-service teachers.

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