This study examined the impact of intergroup dialogue on a cohort of preservice early childhood educators. Specific attention was paid to the ways in which participation in intergroup dialogue shaped participants' sense of identity, the ways in which they "saw" multiple and intersecting identities in schools and classrooms, and how…

The purpose of this study was to examine the impact on program improvement of systematically gathering P-12 student learning data over a 5-year period. This study was completed over 5 academic years (2008-2009 to 2012-2013) in a teacher preparation program in northwest Oregon. Data were gathered from two student teaching experiences of teacher…

This study captures the experiences of language background other than English (LBOTE) preservice teachers using a case study approach to explore identity development. Wenger's (2000) "modes of belonging" form the theoretical framework to develop an understanding of the factors contributing to teacher identity. This article draws on…

Teacher candidates (TCs) use clinical experiences to enact concepts taught in their university courses; therefore field experiences may be the most important component of teacher preparation (Hammerness et al., 2005). TCs require support and guidance as they learn to adapt curriculum materials for effective use in the classroom (Davis, 2006). They…

In this article, the evaluation of an online mentoring program for preparing pre-service elementary teachers at a small liberal arts college is described. An intervention was created to investigate the effects of online mentoring with preservice teachers, where mentoring is defined as a reciprocal relationship formed between an experienced teacher…

Studies have repeatedly shown that English language learners (ELLs) in elementary and secondary schools are frustrated because the school system is failing to support them in achieving their goals of acquiring English and obtaining postsecondary education. Teachers of ELLs often tell students to stop speaking their native languages, require…

This study focuses on the learning of a small group of pre-service teachers in a literacy methods course and their instructor, Cindy, a literacy methods professor. The pre-service teachers in Cindy's literacy methods courses conduct literacy practicum experiences at a local city school that is populated by children from non-dominant backgrounds.…

By educating pre-service teachers about new pedagogical strategies and techniques, the intention is to address and change ineffective practices in physical education so that children learn to love movement and engage in regular physical activity for their health and wellness. However, as Lortie (1975) suggests, experience is more powerful than…

The effects of alternative models of supervision on preservice teachers' attitudes toward teaching, classroom performance, and satisfaction with supervision were investigated. Surveys indicated that, across all models, preservice teachers were significantly less positive about teaching by the end of the field experience. Results showed few…

This article explores the motives and evolving identities of one group of graduate students enrolled in a teacher education program at an Ivy League university, who made the choice to teach in urban classrooms. The authors examine the perspectives these candidates give to the process of learning to teach and how their identities are tempered,…

A long-standing goal for many teacher preparation programs is to link theory to practice (i.e., "linkages") for teacher candidates through close university-school partnerships. Essentially, the professional development schools (PDS) models were established to bridge this gap of theory and practice and to provide an environment in which…

Describes the "It Takes a Valley" program, which provides future teachers extensive early field experience and opportunities to develop strategies for success in high-needs schools. The program emphasizes collaboration, service learning, and student cohorts. Data from participants' journals and formal evaluations indicate that the…

Presents an introduction by the journal editor to a special issue that features the work of faculty and students at Queen's University of Kingston, Ontario, Canada, who were involved in restructuring their teacher-preparation program. At the heart of the restructuring was the specific goal of emphasizing early fieldwork experiences. (SM)

Describes the restructured, extended year Bachelor of Education/Diploma in Education Consecutive program within the Faculty of Education at Queen's University of Kingston, Ontario, Canada, which emphasizes field-based experiences. After examining research supporting experience-based learning, the paper describes program planning and development…

Introduces a series of seven articles that provide different perspectives on the planning, implementation, and evaluation of a field-based teacher-education program at Queen's University of Kingston, Ontario, Canada. Explains features of the restructured teacher-education program, the aim and character of evaluating the program, and learning from…