1TES Category: Teacher educator practices focused on surrounding external/political pressures.
Articles
- Bennett, L. H., Athanases, S. Z., & Wahleithner, J. M. (2016). “Like a ball and glove”: Teachers’ conceptions of the promise and challenges of conducting classroom inquiry. Action in Teacher Education, 38(1), 49-69.
- Blake, J., & Shortis, T. (2010). The readiness is all The degree level qualifications and preparedness of initial teacher trainees in English. English In Education, 44(2), 89-109. doi:10.1111/j.1754-8845.2010.01068.x
- Copeland, S. R., Keefe, E. B., Calhoo, A. J., Tanner, W., & Park, S. (2011). Preparing teachers to provide literacy instruction to all students: faculty experiences and perceptions. Research & Practice for Persons with Severe Disabilities, 36(3/4), 126-141.
- Crawford-Garrett, K. (2016). Negotiating scripts, humanizing practice: Remaking methods instruction in an era of standardization. Action in Teacher Education, 38(3), 240-258.
- Dharamishi, P. (2018). Seeing the everyday through new lenses: Pedagogies and practices of literacy educators with a critical stance. Teacher Education Quarterly,Winter, 7-29.
- Friedman, A. A., & Wallace, E. K. (2006). Crossing borders: Developing an innovative collaboration to improve the preparation of high school English teachers. Equity & Excellence in Education, 39, 15-26. http://dx.doi.org/10.1080/10665680500478668
- Chandler-Olcott, K., & Fleming, S. (2017). Multiple perspectives on the state-mandated implementation of a high-stakes performance assessment for preservice English teacher candidates. Action in Teacher Education, 39(1), 22-38.
- Legard Larson, M., & Kalmbach Phillips, D. (2005). Becoming a teacher of literacy: The struggle between authoritative discourses. Teaching Education, 16(4), 311-323.
- Leland, C., Harste, J. C., Jackson, C. A., & Youssef, O. (2001). Making teacher education critical. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 382-393), Chicago, Ill: National Reading Conference.
- Martin, S. D., Chase, M., Cahill, M. A., & Gregory, A. E. (2011). Minding the gate: Challenges of high-stakes assessment and literacy teacher education. New Educator, 7, 352-370. doi: 10.1080/1547688X.2011.619949
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Riddick, B., & English, E. (2006). Meeting the standards? Dyslexic students and the selection process for initial teacher training. European Journal of Teacher Education, 29(2), 203–222. https://doi.org/10.1080/02619760600617383
- Stolle, E. P. & Frambaugh-Kritzer, C. (2014). Putting professionalism back into teaching: Secondary preservice and in-service teachers engaging in interdisciplinary unit planning. Action in Teacher Education, 36(1), 61-75. http://dx.doi.org/10.1080/01626620.2013.850123
- Thompson, C. S. (2006). Powerful pedagogy: Learning from and about teaching in an elementary literacy course. Teaching and Teacher Education, 22(2), 194-204. http://dx.doi.org/10.1016/j.tate.2005.09.003
- Villaume, S. K. (2000). The necessity of uncertainty: A case study of language arts reform. Journal of Teacher Education, 51(1), 18-25.
- Zanting, A., Verloop, N., & Vermunt, J. D. (2003). How do student teachers elicit their mentor teachers' practical knowledge? Teachers and Teaching: Theory and Practice, 9(3), 197-211.