Teaching and Teacher Education

 Vol. 80, 4/2019

 

• Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences, Matthew Kloser, Matthew Wilsey, Tia C. Madkins, Mark Windschitl
• Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements, Abby Reisman, Peter Cipparone, Lightning Jay, Chauncey Monte-Sano, Sarah Schneider Kavanagh, Sarah McGrew, Brad Fogo
• Negotiating a common language and shared understanding about core practices: The case of discussion, Pam Grossman, Christopher G. Pupik Dean
• An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions, Meghan Shaughnessy, Hala Ghousseini, Elham Kazemi, Megan Franke, Megan Kelley-Petersen, Elizabeth Sugino Hartmann
• Place matters: Review of the literature on rural teacher education, Emilie Mitescu Reagan, Elyse Hambacher, Tom Schram, Kathryn McCurdy, Dan Lord, Thomas Higginbotham, Beth Fornauf
• Gendered emotion management and teacher outcomes in secondary school teaching: A review, Rebecca E. Olson, Jordan McKenzie, Kathy A. Mills, Roger Patulny, Alberto Bellocchi, Fiona Caristo
• Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis, Yi Yang, Bi Ying Hu
• Use of the stages of concern questionnaire in a national top-down reform effort, Christian Fischer, Ayana McCoy, Brandon Foster, Arthur Eisenkraft, Frances Lawrenz
• Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing, Xinying Yin, Gayle A. Buck
• Value, practice and proficiency: Teachers' complex relationship with assessment for learning, Christopher Charles Deneen, Gavin W. Fulmer, Gavin T.L. Brown, Kelvin Tan, Wei Shin Leong, Hui Yong Tay
• Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity, Jenni Alisaari, Leena Maria Heikkola, Nancy Commins, Emmanuel O. Acquah
• Impact of early career teachers' professional identity tensions, Merel M. van der Wal, Helma W. Oolbekkink-Marchand, Harmen Schaap, Paulien C. Meijer
• United States and Canada pre-service teacher certification standards for student mental health: A comparative case study, Elizabeth Levine Brown, Kate L. Phillippo, Karen Weston, Susan Rodger
• An exploratory study into teachers’ beliefs and experiences about allocating students, Janneke P.W. Sleenhof, Maaike Koopman, Marieke C.G. Thurlings, Douwe Beijaard
• Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong, Huixuan Xu, Po Yuk Ko
• “I feel like I'm teaching in a landmine”: Teaching in the context of political trauma, Janine J. Darragh, Gina Mikel Petrie
• How to hit a moving target: 35 years of gender and sexual diversity in teacher education, Lee Airton, Austen Koecher
• Scaling professional development for mathematics teacher educators, Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, Keith Thiede, Angela R. Crawford, Dan Jesse, Brandie Ward Smith
• Youth mentoring as service-learning in teacher education: Teacher candidates’ ethical accounts of the self, Margaret M. Lo
• Disentangling language from disability: Teacher implementation of Tier 1 English language development policies for ELs with suspected disabilities, Soyoung Park
• “When your lesson is bombing”: The mediation of perplexity in the development of a reflective stance toward teaching, Jennifer Sharples Reichenberg, Mary B. McVee
• Beyond the bubble: Preparing preservice teachers through dialogue across distance and difference, Amy L. Damrow, Jacquelyn S. Sweeney

https://www.sciencedirect.com/journal/teaching-and-teacher-education/vol/80/suppl/C