Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Maori cultural values, pedagogies, and epistemologies…

The Neag School of Education at the University of Connecticut is committed to the intentionality of interweaving course work and practice in its 5-year teacher preparation program, the Integrated Bachelor's and Master's program. It offers a wide range of field experiences to teacher candidates. Teacher candidates enter the program at the beginning…

The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and…

This study explores the preparation of future teachers and administrators to conduct school, family, and community partnerships. Based on a sample of 161 schools, colleges, and departments of education (SCDE) in the United States, the survey examined not only the courses and content presently offered to prospective educators, but also leaders'…

Reasons for and methods of establishing early field experience prior to the student teaching experience are discussed. Specific programs are described and predictions for future developments in early field experience are given. (JMF)

Findings from 43 in-depth interviews with college students about sex and sexism in school are reported. Implications for teacher and administrator preparation are discussed. (IAH)

This article describes developments at Indiana University over the past two decades. Since 1985, two task forces have countered the Holmes Group Report and set up a unified teacher education program. (IAH). (IAH)

This article discusses the rationale for teaching preservice teachers to participate in action research, and describes the guidelines followed in developing and teaching the action research course given as part of the elementary PROTEACH program at the University of Florida. (IAH)

The article examines the development, implementation, and dismantling of the Division of Teacher Education, Indiana University during the mid-1970s. This reform effort sought to institutionalize change in preservice teacher preparation. (IAH)

This article describes the Math English Science Technology Education Project (MESTEP), a 15-month masters program for recruiting and preparing talented college graduates for teaching. The focus in this article is teacher education program components and dynamics which appear to exert significant influence on graduates' rate of placement and…

This article discusses the reform agenda which led to establishment of the "Teacher as Decision-Maker" program, a five-year teacher education program at University of Virginia. Program design, curriculum components, and evaluation are described as well as program-based research. (IAH)

This article describes the development, implementation, and refinement of a plan for identification, recruitment, and selection of cohort groups of able teacher education students. The nature and structure of an alternative teacher education program designed to attract and retain academically talented students are also discussed. (IAH)

This article describes the Teachers for Alaska program, University of Alaska. This fifth-year certification program is a response to the teacher education reform movement and is designed to prepare high quality secondary teachers. The program emphasizes preparation of teachers for small high schools in remote Eskimo and Indian villages. (IAH)

This article describes a 10-year process of revising the teacher education program at Alverno College. Redesigning the curriculum produced the "Model of the Development of Teaching Abilities." Implementation of the model is occurring in 3 overlapping phases of reconceptualization: field experience, coursework, and assessment. (IAH)

This article traces the evolution of the elementary PROTEACH program from its beginnings to its current implementation. Four key features of this five-year preservice program are discussed: structure, thematic focus, support of graduates (beginning teachers), and faculty commitment. The program goal is the development of a "PROfessional…