This qualitative case study responds to calls for research on the ways critical reflection develops in preservice and novice teachers. While evaluating capacity to reflect is a dominant practice in teacher education, few studies explore empirically how different factors impact teachers' reflection. Building from earlier research that…

To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional…

Preliminary data was collected as part of the program assessment of a yearlong teaching residency program in rural California where preservice teachers conducted action research as the culminating activity for a Masters degree. Focus groups and survey data from program graduates were analyzed and compared to findings from the research literature.…

Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course…

This paper first outlines some of the challenges students and teachers are facing in schools around the country. These challenges include social issues such as violence, drugs and bulling. This coupled with the fact that many instructional programs follow the cognitive-only model and the current push for standardized testing has had a negative…

This research addresses lack of student teaching preparation. There is strong evidence that beginning teachers are not trained to adequately teach students due to their lack of preparation/content knowledge. The purpose of this study is to examine the experience of beginning teachers to try to understand why student teachers are not prepared for…

This article describes a student-centered assessment model used at a large university to encourage preservice teachers' use of technology in the K-12 classroom. This model allows preservice teachers to have discretion over the content, form, and time period in which they complete technology proficiencies. More specifically, this article describes…