Widespread skepticism exists about preparation programs' impact on novice teachers' learning to teach. This is not new. Researchers, practitioners, and policymakers question whether preparation matters. Despite these questions and a growing consensus about the importance of teachers, we have a limited understanding of when, why, and how teacher…

Policymakers and researchers have dedicated increasing attention to the state of the kindergarten-through-grade 12 (K-12) teacher preparation programs (TPPs) amid concerns over potential teacher and staff shortages in many school districts and states. With many districts and states facing staffing challenges and declining levels of both interest…

The purpose of this paper is to describe a state-wide process used to determine which Teaching Works High Leverage Practices (Ball, 2016) pre-service teachers could be expected to implement at a proficient level by the completion of their preparation program (Initial HLPs), followed by two sets of high leverage practices novice teachers could…

The first year of teaching has and continues to be fraught with challenges for early educators in public school contexts across the United States. A persistent problem that has been documented across the globe is the ability of novice teachers to engage in developmentally appropriate practices (DAP) with their students. We examine this issue…

Challenges new teachers face as they transition from their preparation program into their own classroom are well documented, however, the field struggles to retain those in the earliest phase of their career. Social support and teacher self-efficacy development both have been found to play a role in teacher retention. The purpose of this…

Although teachers are expected to teach mathematics ambitiously, it is challenging for them to do so. Given that the first year represents a critical juncture between teacher preparation and inservice teaching, it may be particularly challenging to teach ambitiously. Understanding the nuanced characteristics in lessons taught by first-year…

Implementation of the Common Core Mathematical Standards and Practices (CCSS) has emphasized the importance of instruction that develops both procedural knowledge and conceptual understanding. Novice teachers have experienced the implementation of the CCSS during their PreK-12 experience, as well as within their teacher preparation program. It may…

Children in kindergarten and first grade are missing more school than at any other point during the elementary years. Some research has examined schoolwide policies and practices that might help reduce absences, but limited research has focused on the role of teachers. This is the first known study to examine the role teacher preparation programs…

Healthy musicianship is a growing area of research and interest within music teacher preparation, encompassing both university students' mental wellbeing (Kuebel, 2019) and their physical wellness (Stanhope et al., 2014; Steinmetz et al., 2012). Musculoskeletal problems, physical/mental stress, and performance anxiety are common in music education…

Little is known about differences between traditional, university-based certification programs and alternative certification programs in terms of outcomes for students and teachers. Across all preparation pathways, however, too many early career teachers leave the field (over 40% within first five years). This attrition problem is likely to grow…

The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K-8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast…

This article describes how a study group for beginning teachers, led by instructors from the teacher education program from which they had just graduated, supported the novice teachers' abilities to survive their induction year and the constraints of school practices influenced by high-stakes accountability policies. Findings demonstrate that the…

The purpose of this study was to explore the philosophical basis of novice preschool teachers in South Korea and how this pedagogical orientation was reflected in their classrooms. Through interviews and observations, this research gave Korean preschool teachers the opportunity to voice their beliefs about child-centered pedagogy, and illuminated…