Publication Date
| In 2025 | 0 |
| Since 2024 | 2 |
| Since 2021 (last 5 years) | 6 |
Descriptor
Source
| Action in Teacher Education | 6 |
Author
| Adams-Budde, Melissa | 1 |
| Brandon Foye | 1 |
| Cavendish, Wendy | 1 |
| Donna Volpe | 1 |
| Erin Nerlino | 1 |
| Haberlin, Steve | 1 |
| Howard, Christy | 1 |
| Jacobs, Jennifer | 1 |
| Jeremy N. Price | 1 |
| Lambert, Claire | 1 |
| Lauren Funk | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Higher Education | 5 |
| Postsecondary Education | 5 |
| Elementary Education | 1 |
Audience
Location
| China | 1 |
| Costa Rica | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkDonna Volpe; Sharon Lai-LaGrotteria; Victoria Bisceglia; Jeremy N. Price – Action in Teacher Education, 2024
This study examines the significance of the world views and life experiences of preservice Latino teachers in the United States as they uncover their untapped potential to address the social, cultural, and political needs of a racially and ethnically diverse student population. Using a qualitative approach that includes in-depth individual…
Descriptors: Preservice Teachers, Hispanic Americans, Teaching Experience, Diversity
Cavendish, Wendy; Perez, Xuchilt; Mahotiere, Margarette – Action in Teacher Education, 2021
Research highlights the challenges of teacher preparation programs in adequately preparing teachers to meet the needs of diverse students often served in high-needs urban schools. Teacher preparation programs that include culturally relevant pedagogy, coursework specifically related to school-community interaction, and most importantly,…
Descriptors: Preservice Teachers, Urban Schools, Preservice Teacher Education, Mentors
Adams-Budde, Melissa; Howard, Christy; Lambert, Claire; Myers, Joy – Action in Teacher Education, 2021
Using case study methodology, this study follows three elementary teachers transitioning from their teacher education programs through their first year of teaching. Guided by the tenets of Pose, Wobble, and Flow (P/W/F), a framework for examining teacher development, we explore participants' learning and growth. Poses are conscious beliefs about…
Descriptors: Teaching Experience, Beginning Teachers, Elementary School Teachers, Teacher Education
Marshall, David T.; Scott, Michael R.; Wan, Guofang – Action in Teacher Education, 2021
This study explores how the various stakeholders of a teacher residency program define what it means for a teacher resident to be successful during the residency year. Researchers employed a qualitative case study design and conducted interviews with the university faculty, residency program staff, mentor teachers, and graduates of the residency…
Descriptors: Teacher Education Programs, Reflection, Teaching Experience, Urban Schools
Rob Martinelle; Lauren Funk; Erin Nerlino; Brandon Foye – Action in Teacher Education, 2024
This collaborative self-study chronicled the evolution of our foundations of education course over three semesters as we attempted to make it more inclusive of our Chinese international students' beliefs and lived experiences. Rooted in frameworks centered on intercultural competence and teacher educator tensions, an analysis of reflective…
Descriptors: Cultural Awareness, Foreign Students, Cultural Differences, Teacher Student Relationship
Jacobs, Jennifer; Haberlin, Steve – Action in Teacher Education, 2022
Within the teacher education literature, international teaching experiences are lauded as opportunities for teacher candidates to develop multiple perspectives and cultural awareness. The purpose of this study was to understand the experience of 12 teacher candidates who engaged in an international teaching experience in Costa Rica. This…
Descriptors: Foreign Countries, Transformative Learning, Preservice Teachers, Teaching Experience
