This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and the rationale for these choices. Specifically, the study focused on the prevalence and familiarity of teacher educators with…

In this study, three math and three science teacher educators (TEs) were positioned as designers of instruction. The investigation considered how TEs supported preservice teachers (PSTs) to learn to facilitate argumentation discussions using two digital simulations. Research questions were (a) How did TEs engage in instructional design around the…

As former elementary classroom teachers and current teacher educators, the authors teach, research, and advocate for anti-oppressive elementary social studies education. In their current role as teacher educators, they consider it our responsibility and mission to facilitate a social studies methods course that prepares pre-service teachers (PSTs)…

Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined…

Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined…

Despite the several mismatches of methodological understanding between teachers and students in higher education, research methodologies in education are a relatively common pedagogical practice in most European advanced courses in education. However, only some studies have shown what pedagogical practices are mobilised by the teachers with their…

Discussion is a practice used in mathematics methods courses to support prospective teachers' pedagogical ideas. Underexamined but central to the development of instructional activities, including discussions of teaching, are mathematics teacher educators' (MTEs') tacit and explicit theories of learning and teaching. We report findings from a…

This article describes how three higher education literacy faculty shifted their traditional face-to-face instruction to a combined synchronous and asynchronous delivery in response to the COVID-19 Pandemic and subsequent closure of the university. Faculty share specific lessons that were learned over the first year of the pandemic, and how these…

This article describes a literacy methods course designed to introduce reading specialist candidates to research-based practices for comprehension instruction. Specifically, this article focuses on a sequence of assignments and class sessions within that course that introduced theoretical perspectives about comprehension processes and how those…

Research on teacher educators' professional learning has gained increasing interest within science education. Curriculum materials have been suggested as a means of supporting "teacher" learning for several decades but have not yet been examined as a potential tool for supporting the learning of "teacher educators." In this…

Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education…

I embarked upon this study with an interest in how one teacher educator supports pre-service teachers to recontextualize their literacy learning as they enacted the roles of both learner and future teacher in their education coursework. My research extends the current literature on modeling and feedback by examining the modeling and feedback given…

Internationally, there is increasing interest in the value of incorporating core practices into second language (L2) teacher education programs. This article reports on a research project that investigated how a set core practices are integrated into the Methods courses and practicums in Chilean language teacher education programs for English as a…

Complex Instruction (Cohen & Lotan, 2014) is a groupwork pedagogy aimed at making classrooms equitable. The notion of status is at the core of this pedagogy and guides how teachers ought to respond to inequitable groupwork. In this dissertation study, I consider how the concept of status (from Expectation States Theory) is applied within…

Although Pedagogical Content Knowledge (PCK) has been a guiding framework for the development of novice teachers for decades, less attention has been paid to the PCK of teacher educators. This comparative case study analyzes the PCK of two social studies methods instructors as they teach the practice of facilitating historical discussions and…