Journal of Teacher Education, Volume 76, Issue 2, Page 195-207, March 2025.
Feedback and preservice teachers’ (PSTs’) clinical practice/field experiences are vital for their learning. Understanding influences on field supervisors’ feedback is critical, especially for preparing dual language bilingual education (DLBE) teachers ...

Journal of Teacher Education, Volume 76, Issue 2, Page 121-135, March 2025.
Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ ...

Journal of Teacher Education, Volume 76, Issue 2, Page 146-159, March 2025.
Many teacher educators seek to implement culturally relevant pedagogy (CRP) in their courses. However, enactment is often mediated by our socialization into whiteness and niceness. This study investigates how our self-study community of practice (SSCoP) ...

Journal of Teacher Education, Volume 76, Issue 2, Page 136-145, March 2025.
Milner advances curriculum punishment as a tool to describe how students may be harmed with policy and practice moves in education. Curriculum punishment pushes students and curriculum apart—where practices do not connect with and align with rich and ...

Journal of Teacher Education, Volume 76, Issue 2, Page 178-194, March 2025.
Secondary school educators are well placed to recognize and respond to mental illness in adolescents; however, many report low confidence and skills in doing so. A confirmatory cluster randomized controlled trial involving 295 educators (Mean age: 40.10 ...

Journal of Teacher Education, Volume 76, Issue 2, Page 160-177, March 2025.
To live justice-oriented commitments in teaching practice, approaches spanning Social Justice Teacher Education, the Core Practice Movement, and Context-specific Teacher Preparation might dovetail by identifying “social justice core practices” (SJCPs) ...

Journal of Teacher Education, Volume 76, Issue 2, Page 208-220, March 2025.
This qualitative, embedded single case study provides a rich description exploring the evolution of preservice teachers’ intention to use and actual use of technology-enabled learning (TEL) during student teaching. The study followed four middle-level ...

Journal of Teacher Education, Volume 76, Issue 2, Page 109-120, March 2025.

Journal of Teacher Education, Ahead of Print.
For preservice LGBTQ+ (lesbian, gay, bisexual, transgender, and queer/questioning) teachers, little is known about their transition from teachers-in-training to professional educators. Understanding their experiences may hold keys to recruiting and ...

Journal of Teacher Education, Ahead of Print.
Because data-informed decision-making (DIDM) can help teachers meet diverse learners’ needs (van Geel et al., 2016), educator preparation programs (EPPs) must ensure that preservice teachers (PSTs) develop the data literacy skills needed for effective ...

Journal of Teacher Education, Ahead of Print.
A large body of scholarship focuses on how to prepare White teachers to teach students of Color and guide them to make sense of their Whiteness. Using testimonio, this article adds diversity to teacher preparation literature and makes space for Kelly, a ...

Journal of Teacher Education, Ahead of Print.
This interpretive phenomenological study reports the effects of reflecting on reflections concerning Critical Incidents (CIs) on the pre-service teachers’ (PSTs) professional development and conceptualization of their identity as TESOL (Teaching English ...

Journal of Teacher Education, Ahead of Print.
This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school–university partnership. Research questions focused on the extent the organizational facets of the ...

Journal of Teacher Education, Ahead of Print.
This article reviews 45 assessment tools designed to capture aspects of teaching and learning to teach for equity, social justice, and/or diversity to understand whether the existing tools measure up to the most pressing concerns in teacher education. ...

Journal of Teacher Education, Ahead of Print.
Despite warrants for classroom discussion, research consistently finds that discussions in K-12 classrooms remain rare. Our research investigates whether and in what ways practice-based teacher learning opportunities focused on discussion facilitation ...

Journal of Teacher Education, Ahead of Print.
Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,...

Journal of Teacher Education, Ahead of Print.
Extant research demonstrates the deeply embedded intersections of racism and ableism in school systems. In response, researchers have proposed DisCrit Classroom Ecology as a framework for teaching and learning that rejects the deficit positioning of ...

Journal of Teacher Education, Ahead of Print.
Across the United States, current curricular reforms are centering high-quality instructional material (HQIM) as a lever for improving classroom instruction and student achievement. While multiple legislative definitions of HQIM attend primarily to the ...

Journal of Teacher Education, Ahead of Print.
This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school–university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates’ perceptions of their preparation were associated with components of the CoP. Findings demonstrated the importance of candidates building foundational relationships with school personnel and peers and the impact of supported, authentic practice. Implications are discussed as related considerations to deepen partnerships and provide clinical experiences with structured opportunities for relationship building and examinations of practice.

Journal of Teacher Education, Volume 76, Issue 2, Page 109-120, March 2025.