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    Academic Journals

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• A Pretty Queer Thing: Thinking Queerly About Teachers' Gender and Sexual Diversity-Focused Professional Learning.

  Authors:Sara Staley and Bethy LeonardiFrom:Journal of Teacher Education (Vol. 72, Issue 5) Peer-Reviewed

  Nov-Dec 20219,295 words Report 1480LStudying educators' processes of learning to queer their practice has prompted us to think differently about our own praxis as teacher educators. Thinking differently has meant bringing the assumptions of queer theory...

• What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective.

  Authors:Samantha A. Marshall and Patricia M. BuenrostroFrom:Journal of Teacher Education (Vol. 72, Issue 5) Peer-Reviewed

  Nov-Dec 202110,256 words Report 1430LMathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers' learning of justice-oriented teaching. In this article, we critically review...

• Senior Teachers' Learning About Student Rights.

  Authors:Lotem Perry-Hazan and Liron NeuhofFrom:Journal of Teacher Education (Vol. 72, Issue 5) Peer-Reviewed

  Nov-Dec 202110,455 words Report 1250LThe study explores the rights consciousness of senior teachers who participated in a student rights professional development (PD) course and designed educational projects during the course. It analyzes teachers'...

• Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education.

  Author:Michael DominguezFrom:Journal of Teacher Education (Vol. 72, Issue 5) Peer-Reviewed

  Nov-Dec 20219,459 words Report 1510LEven as momentum builds for critical, culturally sustaining, and decolonial approaches to pedagogy, curriculum, and teacher education, efforts in practice-based teacher education remain epistemically linked to...

• Examining the Responding Component of Teacher Noticing: A Case of One Teacher's Pedagogical Responses to Students' Thinking in Classroom Artifacts.

  Authors:Melissa Luna and Sarah SelmerFrom:Journal of Teacher Education (Vol. 72, Issue 5) Peer-Reviewed

  Nov-Dec 20219,956 words Report 1420LIn this study, we investigated how an experienced fourth-grade teacher responded to her students' thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this...

• Learning to Respond to Students in Discussions: Examining the Use of Planted Errors in an Approximation of Practice.

  Authors:Erin E. Baldinger, Matthew P. Campbell, and Foster GraifFrom:Journal of Teacher Education (Vol. 72, Issue 5) Peer-Reviewed

  Nov-Dec 20219,958 words Report 1360LStudents' contributions that are not yet mathematically complete, precise, or correct are crucial for learning through classroom discussions. We aim to support teacher candidates (TCs) to see students' ideas as evidence...

• Editors' Learning: Reflections on Our Leadership of JTE.

  Authors:Tonya Bartell, Dorinda Carter Andrews, Robert E. Floden, and Gail RichmondFrom:Journal of Teacher Education (Vol. 72, Issue 5) Peer-Reviewed

  Nov-Dec 20211,457 words Editorial 1520LWith this issue, our team at Michigan State University completes 6 years of work as Co-Editors of the Journal of Teacher Education. For this final editorial, we looked back across the work published during those years,...

• Adopting Hands-Off Approaches to Activism: Examining PSTs' Experiences Navigating Visibility and Vulnerability as Teacher Activists.

  Author:Mike P. CookFrom:Journal of Teacher Education (Vol. 72, Issue 5) Peer-Reviewed

  Nov-Dec 20219,778 words Report 1550LThis case study examines six English Language Arts (ELA) preservice teachers (PSTs) and the ways they recognize injustice and inequity in education, plan for addressing such issues, and engage as teacher-activists toward...