This qualitative case study examined a critical, project-based clinical experience in a secondary education teacher preparation program, where university-based teacher educators, preservice teachers, and a school-based teacher educator collaborated to address authentic pedagogical challenges through a boundary-spanning partnership. Focusing on a week-long “problems of practice” project in a high school English language arts classroom, the study investigated essential skills and dispositions for mutually beneficial clinical experiences and explored tensions emerging during implementation. Findings revealed that effective boundary-spanning partnerships require participants to embrace discomfort and vulnerability while navigating institutional hierarchies. These insights inform teacher education programs seeking to design clinical experiences that equitably serve preservice teachers, mentor teachers, university faculty, and students.

Teacher shortages remain a critical issue in elementary and special education, with teachers of color significantly underrepresented despite evidence of their positive impact on student outcomes. This study asked the following questions: What factors impact recruitment and retention of teachers of color? How are new and veteran teachers experiencing these factors? Using a mixed-methods design, we completed a systematic literature review and conducted focus groups with recent graduates and veteran teachers. Findings from both indicated that, for teachers, including teachers of color, cultural expectations, financial barriers, and program design influence recruitment, and school climate, administrative support, and the "invisible tax" placed on teachers shape retention. Results inform strategies for sustaining a diverse teaching workforce in high-need areas.

This applied study examined instructional, structural, and family engagement factors contributing to low mathematics achievement among students with disabilities and identified a coordinated school-based recommendation for improvement. The study used interviews with co- teachers, a focus group of instructional staff, and a parent survey (n = 50) to examine barriers to math achievement and identify evidence-based strategies. Findings revealed challenges in co-teaching implementation, insufficient planning time, variability in differentiation, and inconsistent use of math language and manipulatives. Parent data indicated uneven home math engagement shaped by socio-economic context. Based on the findings, the study recommends a school-based task force to develop a digital math hub with targeted instructional and family resources. Results highlight the importance of collaborative planning, culturally responsive pedagogy, and family-school partnerships in addressing inequities in special education mathematics outcomes.

Practicing and preservice teachers are increasingly being introduced to the science of reading and the influence of research-based literacy instruction on student outcomes. A comprehensive understanding of foundational literacy skills is essential for effective literacy instruction. In this study, early childhood and elementary education majors were assessed on their abilities to apply word-level analysis skills, typical of those taught within English Language Arts (ELA), to content-area terms. Participants previously received instruction in phonological and semantic word analysis during their early literacy methods course. They were then asked to apply these skills to content-area terms, demonstrating how general literacy strategies can support learning across subject areas. Key findings indicate consistently high proficiency scores in phonological word analysis and semantic word analysis, while individual errors reflect a need for more instruction related to syllabication rules.

The field of teacher education has long studied successful strategies for supporting pre-service teachers’ development. However, mentoring practices have received less attention than the nature and impact of other elements (e.g., coursework or school-university partnerships). In this article, we share the results of our systematic review of the literature on mentoring pre-service teachers in clinical settings in the United States. Themes from the synthesis include terminology clarification; the importance of the mentor teacher; characteristics of effective mentors; and mentor teacher training. We offer suggestions for future research on mentor teachers and mentor teacher practices in hopes of informing policy and practices in clinically-based teacher education.

This article highlights the perspectives of two future teachers of Color who participated in a Grow Your Own (GYO) teacher education program at a Predominantly White Institution (PWI). The findings focus on what compelled them to apply and what encouraged them to remain in the program. By examining the experiences and challenges of future teachers of Color pursuing degrees through GYO programs, we gained insight into their views on the value of GYO programs and what support systems these future teachers utilized most to be successful. Implications suggest ways that other PWIs can retain and support future teachers of Color.

In this article, I examine the first provision of the recently implemented Virginia Literacy Act (VLA) for two purposes: (a) to examine the Science of Reading (SoR) movement that is offered as support for the necessity for the legislation, and (b) to examine the assumption that teacher candidates in Virginia have not been demonstrating mastery of science-based reading research and evidence-based literacy instruction through coursework and examinations. Discussion includes consideration of some of the theoretical foundations for SoR and a brief history of the instructional implications relating to these theoretical perspectives about the learning to read process, including discussion of the SoR and research on phonemic awareness and phonics instruction. The article concludes on a personal note as I share my experience as a teacher educator in Virginia with the National Council of Teacher Quality review process.

This study examines how pre-service elementary teachers (PSETs) conceptualize equitable science instruction through the lenses of self-efficacy and equity awareness. Using a convergent parallel mixed methods design, quantitative and qualitative data were collected to explore PSETs’ personal self-efficacy and outcome expectancy for teaching students across race, language, gender, and socioeconomic status. Results indicate that PSETs generally report high confidence in supporting racially and ethnically diverse students and students from low-SES backgrounds; however, gaps persist in their perceived abilities to apply culturally sustaining practices, foster student empowerment, and engage in reflexive teaching. These findings suggest that teacher preparation programs should intentionally scaffold experiences for PSETs that integrate mastery-based teaching, reflective fieldwork, and equity-focused pedagogy to strengthen both confidence and competence in equitable science instruction. Implications from this work recommend that teacher educators design curricula and field placements that encourage PSETs to connect students’ identities, assets, and interests to meaningful science learning opportunities, ultimately preparing them to enact inclusive and justice-oriented science teaching.

Teachers must build culturally responsive relationships with their students and their families. One method for this is to become aware of the assets that students bring from their homes and communities into schools. This paper uses the theory of recontextualization (von Mengden & Kuhle, 2020), funds of knowledge (Moll et al., 1992), and community cultural wealth (Yosso, 2005) to examine how teachers understand the assets witnessed during home visits. We analyzed interview data from eight teachers after the completion of home visits to understand the assets they noticed and the patterns and themes that emerged. Our findings indicate that teachers are recontextualizing assets across various contexts, demonstrating that they can build more personalized, culturally responsive, and meaningful relationships with their students. This study contributes to understandings of how teachers make sense of assets in home visits and how the practice of home visits can be improved more broadly.

Despite the promise of discussion-based pedagogy in fostering democratic habits and critical thinking, classroom discussion remains underutilized in elementary social studies. This qualitative case study investigates how three elementary teachers learned and implemented discussion strategies introduced through a series of professional development (PD) sessions. Framed by theories of personal and personal practical knowledge, the study explores the relationship between teacher learning and practice. Drawing on interviews, classroom observations, and analytic memos, four interrelated factors emerged as critical to teacher uptake: preparation, commitment, relationship, and agency. Findings illustrate that teachers’ prior experiences, perceived control, and levels of support significantly influenced whether and how PD learning was integrated into instruction. Rather than assuming a linear relationship between exposure and implementation, this study emphasizes the complex and relational nature of teacher learning. It highlights the importance of sustained, content-specific PD grounded in trust, reflection, and contextually responsive mentorship. Ultimately, this research contributes to our understanding of how in-service teachers translate PD into practice and underscores the unique opportunities and challenges of fostering authentic discussion in elementary social studies classrooms.

An increasing number of PK-12 students need mental health support. While a broad group of professionals (e.g., teachers, administrators, counselors, psychologists, social workers, families) may be involved in school-based mental health and well-being work, not all are trained mental health experts well-versed in the nuances of implementing the resources provided. In this manuscript, we share three vignettes describing instances across our study of teacher preparedness for wellness work in which a lack of a common lexicon emerged as a barrier. By describing cross-disciplinary lexicon challenges, we highlight the need for a universal definition of and lexicon for building a robust mental health and well-being support system for students. Without a consistent way of communicating, educators face challenges with designing effective teacher induction and professional development for mental health and well-being work and difficulty in enacting wellness practices.

This study examines the implementation of Universal Design for Learning (UDL) principles in teacher preparation courses, emphasizing the role of teacher educators in modeling best practices. The research focuses on two aspects: (1) Does modeling UDL principles that align with student needs enhance engagement in teacher preparation courses? and (2) How do students perceive the impact of UDL principles on their individual learning needs and their ability to express and engage in courses? Utilizing a mixed-methods action research design, this study fosters reflective practice among teacher educators and evaluates the effectiveness of UDL strategies. Findings indicate that the instructors were highly effective in creating a positive and inclusive learning environment, enabling students to feel supported and safe in expressing themselves. This research contributes to the ongoing discourse on effective teaching strategies in higher education, highlighting the importance of UDL in preparing future educators.

Teacher retention remains a significant challenge, with nearly half of new teachers leaving the profession within five years. Attrition rates are even higher for teachers of color, especially in urban schools. This narrative study explored how racialized experiences shaped the career decisions of teachers of color in urban elementary, middle, and high schools in Northern California. Through in-depth interviews and narrative analysis, the study revealed the ongoing effects of racism on the well-being, professional trajectories, and sustainability of teachers of color within predominantly white educational environments. The findings highlight the urgent need for systemic change to improve the retention and support of teachers of color in urban education.

In this study, we compared the effectiveness of two instructional approaches—modeling and generative tasks—within case-based instruction (CBI) in developing preservice teachers’ classroom case analysis skills. Forty preservice teachers were randomly assigned to engage in CBI with either a modeling or generative task, working through three classroom cases over a four-week period. Results from mixed factorial ANOVA showed that while both approaches initially provided similar benefits, the generative task yielded progressively higher gains in participants' demonstration of learning theories over time, as evidenced by significant time-based improvements. In contrast, those in the modeling condition did not show growth, suggesting limited cognitive engagement when simply observing expert examples. These findings highlight the potential of generative tasks to deepen cognitive processing, promote independent analysis, and encourage critical reflection. Our results underscore the need for exploration into instructional methods in CBI to prepare teachers more effectively for complex classroom scenarios. Limitations and directions for future research are discussed.

Despite the promise of discussion-based pedagogy in fostering democratic habits and critical thinking, classroom discussion remains underutilized in elementary social studies. This qualitative case study investigates how three elementary teachers learned and implemented discussion strategies introduced through a series of professional development (PD) sessions. Framed by theories of personal and personal practical knowledge, the study explores the relationship between teacher learning and practice. Drawing on interviews, classroom observations, and analytic memos, four interrelated factors emerged as critical to teacher uptake: preparation, commitment, relationship, and agency. Findings illustrate that teachers’ prior experiences, perceived control, and levels of support significantly influenced whether and how PD learning was integrated into instruction. Rather than assuming a linear relationship between exposure and implementation, this study emphasizes the complex and relational nature of teacher learning. It highlights the importance of sustained, content-specific PD grounded in trust, reflection, and contextually responsive mentorship. Ultimately, this research contributes to our understanding of how in-service teachers translate PD into practice and underscores the unique opportunities and challenges of fostering authentic discussion in elementary social studies classrooms.

The Commonwealth of Virginia has seen an increase in the number of educators completing Alternative Teacher Certification Programs, contributing to the diversity in the teaching work force. The purpose of this study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach. The researcher employed a semi-structured focus group protocol in conducting four focus groups with 23 participants who were provisionally licensed K-12 public school teachers in one school division in Virginia and represented elementary, middle, and high school teachers in both general and special education roles. Findings indicated that beginning teachers who have completed an alternative teacher certification program (ATCP) do not feel prepared for the teaching role. Additionally, study findings indicate that ATCP teachers perceive that their training did not adequately prepare them for core academic instruction, lesson planning, differentiation, classroom management, and working with parents, resulting in high levels of stress among provisionally licensed teachers. School leaders are tasked with ensuring equitable learning experiences for all students represented by a highly qualified, diverse faculty. Understanding the unique pre-service training and ongoing needs will help school leaders provide supports aimed at increasing their retention to address growing teacher shortages.

This study analyzes educators’ conceptions of STEM education at the beginning of an online graduate course for in-service teachers. It offers a qualitative thematic analysis of educators’ initial conception of STEM education and their roles as STEM educators through the use of concept maps and reflection statements. Conceptions of STEM varied greatly across the sample and fell into seven categories: (a) utilitarian, (b) acquisition of disciplinary knowledge, (c) activities and resources, (d) meaningful problem-solving experiences, (e) advocacy for systemic change, (f) buzzwords, and (g) educator’s role in STEM teaching and learning. This study reveals the complexity of educators' ideas of STEM and educator roles within STEM education. Using concept maps as formative assessments can better position teacher educators to provide structured reflection space for educators while aligning coursework and resources to better meet educators’ varied needs.

This paper outlines how four community colleges, and a large public university, collaborated to support over 80 paraprofessionals who sought to finish their bachelor’s degree and earn licensure. Funding from a statewide “Grow Your Own” initiative allowed the teacher educators at the community colleges and university to put in place structures to support non-traditional students, and each other, during the first year of this program. Lessons learned and next steps are highlighted.

As we consider the growing number of children from immigrant and refugee backgrounds that our schools serve, the importance of fostering anti-racist educators through teacher education is of the utmost importance. While anti-racist work can be a challenging and ongoing persona journey for every educator, engaging teacher education students with diverse children’s and adolescent literature can lead to meaningful self-reflection that can foster empathy and global competence. This article shares how online university course modules were designed, with funding from the Longview Foundation, to support pre- and in-service educators to engage with children’s and adolescent literature centered on the lived stories of immigrant and refugee families through scaffolded reading and thinking protocols as a model for using literature to encourage empathy and global competence with young learners. Pre- and in-service teachers reported several benefits, including an increased awareness of the importance of diverse literature, deepened self-reflection and empathy, and meaningful connections to classroom practice, thereby benefiting educators and their learners alike.

This paper outlines how four community colleges, and a large public university, collaborated to support over 80 paraprofessionals who sought to finish their bachelor’s degree and earn licensure. Funding from a statewide “Grow Your Own” initiative allowed the teacher educators at the community colleges and university to put in place structures to support non-traditional students, and each other, during the first year of this program. Lessons learned and next steps are highlighted.