Using concepts from feminist surveillance studies, this study followed three early-career teachers as they transitioned from an educator preparation program to professional employment as primary classroom teachers. In particular, this analysis highlights how surveillance constrained and contributed to participants' experiences and available…

This descriptive case study examined the perceptions of 6 beginning teachers regarding the supports offered to them during their 1st year of teaching. Based on purposeful and convenience sampling through administrative recommendations, the participants included 4 middle school 6th, 7th , and 8th grade teachers in their 2nd year of teaching. I…

Mentoring "inside" the action of teaching, when students are present (e.g., co-teaching, demonstration teaching), helps new teachers understand, experience, and take up complex instructional activities. Yet, studies show that mentors largely avoid inside practices, preferring to employ outside practices that occur when students are not…

Despite the widespread recognition of the significance of outdoor play in early childhood development, centers for early childhood education (ECE) face the challenge of striking a balance between active play activities and safety concerns. Thus, the visual attention of teachers is critical. Studies that compare the visual attention of novice and…

Prior research on new teacher mentoring has focused on reducing teacher attrition rates. However, studies have yet to explore the descriptions of early-career special education teachers in a formal mentoring program. The purpose of this qualitative descriptive study was to explore how early-career special education teachers, located in one school…

Most education agencies have implemented new teacher evaluation systems that promise to improve teacher performance. Post-observation performance feedback is a theoretically important driver of this promise as it should ultimately develop teacher-specific weaknesses. This is the first large-scale study to use the written feedback provided to…

This article describes the author's journey into the work of Patricia Carini and the descriptive processes developed at Prospect School and Center. The author begins with her first experiences learning to observe and describe children using Descriptive Review as a new teacher and graduate teacher education student. She goes on to discuss how this…

How might both beginning art teachers and those who prepare them become attuned to covert aspects of teaching art in schools that often go unnoticed, but that nonetheless impact both teachers and students and have significant implications for creating more just ways of being in schools and life? And how might arts-based approaches to attunement…

Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their…

Instructional videos are widely used to study teachers' professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers' professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video…

There has long existed the argument that science teachers' self-efficacy directly correlates with instruction. Regarding self-efficacy for culturally responsive instruction (CRI), a promising equitable education approach, it is posited that lack of CRI exposure in coursework contributes to low self-efficacy and poor implementation. Yet, research…

This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers.…

Novice teachers improve substantially in their first years on the job, but we know remarkably little about the nature of this skill development. Using data from Tennessee, we leverage a feature of the classroom observation protocol that asks school administrators to identify an item on which the teacher should focus their improvement efforts. This…

Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher's ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to…

This paper explores the ways in which 'good teaching' is constructed through mentors' written lesson observation feedback during Initial Teacher Education (ITE). Written lesson observation feedback has received little research attention, yet represents a potentially powerful activity for teachers' development. It is also an important aspect of…