English Learner-classified (ELC) students are one of the nation's most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers' EL-specific teaching knowledge and skills. Through a…

Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor's quality of support and the mentee's initial professional beliefs. Focusing on novice teachers' self-efficacy and emotional management, this longitudinal study investigates how constructivist- and…

Beginning teachers often feel disillusioned and stressed during their first years of teaching. In the present study, we investigated changes in teacher candidates' constructivist beliefs and emotional exhaustion. We assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the…

Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students' emergent ideas. This study explored the learning of early-career teachers through participation in a…

Teacher education has redoubled efforts to prepare a predominantly monolingual teaching force for linguistic diversity in U.S. schools. Some jurisdictions are requiring specific teacher preparation, such as mandated Sheltered English Immersion (SEI) endorsement in Massachusetts, the context of this study. Previous research has explored the…

For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration…

Recently, numerous news stories have detailed the ways teachers across the country have been disciplined for addressing issues of oppression and justice in their schools. This paper engages poststructural discourse analysis to consider data from a year-long study of recent graduates of a justice-oriented teacher education program during their…

This study investigated developmental trajectories of novice elementary "teachers' efficacy beliefs" (i.e., personal teaching efficacy and outcome expectancy) and their "mathematical knowledge for teaching" (MKT). Overall, study findings indicated growth in participants' personal efficacy beliefs and in various assessments for…

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors…

Scholarly calls to reform science education for all students emphasize scientific sense-making. Despite the importance of sense-making, few strategies exist to help novice teachers learn to notice and respond equitably to students' scientific sense-making in elementary science. In this article, we report on a qualitative case study in which we…

While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three…

This study examined factors linked to novice general education teachers' perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National…

In collaborative groups, teachers negotiate the tension between working as a cohesive group and confronting differences of opinion and practice. Varied status between teachers can complicate their ability to accomplish the goals of collaboration. In this case study, we describe how a group of secondary English teachers redesigned curriculum and…

As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an…

In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard…