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As educator preparation programs (EPPs) seek to enact programmatic innovations to effectively prepare candidates to enter the profession, they must create structures that empower teacher candidates (TCs) to apply their knowledge in increasingly complex situations within authentic contexts, i.e., the classroom (Cochran-Smith & Villegas, 2015). These opportunities, or clinical experiences, represent an important vehicle for TCs to develop pedagogical skills as they observe and learn from clinical educators (CEs) while enacting the methods and strategies learned within university coursework (Cochran-Smith & Villegas, 2015; Zeichner, 2021). When delivered within school-university partnerships, opportunities to define, implement, and refine clinical experiences for TCs are maximized, thus enabling EPPs to systematically examine key elements to increase TCs readiness to teach (Snow et al., 2016; Zeichner, 2021). This article describes the multi-year development and implementation of an intensive year-long clinical experience delivered within the context of a school-university partnership. Subsequently, key findings and lingering questions are presented to provide stakeholders, including other EPPs, with sources of information to consider within the development and delivery of clinical experiences.

Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of an embedded internship in culturally- and linguistically-diverse elementary schools on self-efficacy for culturally responsive teaching. The results indicated candidates who participated in the internship demonstrated differences in self-efficacy for culturally responsive teaching that were significantly different in comparison to candidates who completed the traditional teacher education program. Implications are discussed as related considerations for teacher education programs as they seek to structure clinical experiences with focused opportunities for mastery experiences and relationship-building.

There is a critical need to understand the factors that influence the development of students' skills for using the Internet to search for and locate information. Teachers play an important role in this process and there is a related impetus to identify the dynamics of instruction in information-seeking activities. This study investigated German and American middle and secondary school teachers' perceptions about preparing students to use the Internet as a tool for research. Utilizing theoretical thematic analysis, results indicated teachers from both countries felt specific student attributes contributed to and inhibited processes associated with online information searches. Importantly, there were also similarities and differences in the strategies teachers perceived as necessary for preparing students that were linked to pedagogical and contextually-specific factors. Implications for future investigations include incorporating observations of instruction and collecting teaching artefacts to further identify the pedagogical strategies implemented by teachers from each country.

While Grow Your Own (GYO) programs have sought for decades to remedy teacher shortages across the United States, myriad factors, including the demographic shifts in public school populations, have in recent years exacerbated the need to recruit and retain teachers of color and of bilingual backgrounds. Amid models of precollegiate and university-based GYO programs, a unique early college program, the Charlotte Teacher Early College (CTEC), was developed in partnership between a large urban school district and an urban college of education to intentionally attract and support students historically marginalized from the profession. This article describes the innovative elements of the program, such as the curriculum, workshops, and mentorships, designed to build from previous GYO successes and to capitalize on assets offered by this particular community. Because CTEC is only in its second year of implementation, the authors present challenges and opportunities for growth and research both for this particular program and for the broader GYO teacher preparation movement.

Educator preparation programs are under pressure to demonstrate their effectiveness in producing teachers that impact P-12 student learning. As a result, programs must investigate organizational features that are powerful for preparing teacher candidates to enter the classroom. This manuscript describes the development of an intensive, structured field experience delivered in partnership with a local district. Using the CLASS observation instrument (Pianta et al., "Upper elementary/secondary CLASS manual." Teachstone, 2012), the investigation compared student-teacher candidate interactions between those who participated in the experience and those who participated in the traditional preparation program. Results revealed that candidates who participated in the structured clinical experience scored higher than their peers on the CLASS observation instrument in the areas of supporting students' emotional needs, providing instructional opportunities, and learner engagement during the student teaching semester. Recommendations for future research include longitudinal analyses that utilize direct student-growth data as well as principal observations to measure direct impact on student learning.

Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of ayearlong internship for elementary educationmajors along several dimensions of teacher self-efficacy, including self-efficacy for classroom management, student engagement, and instructional strategies. The results indicate that candidates who participated in the internship demonstrated increases in efficacy that were significantly different in comparison to candidates who completed the traditional teacher education program. Implications are discussed as related considerations for teacher education programs as they seek to structure clinical experiences to maximize opportunities for mastery experiences and relationship building, thereby maximizing growth in candidates' teaching self-efficacy., Introduction The current educational context is characterized by unprecedented attention on teacher preparation. Educator preparation programs (EPPs) face increased scrutiny to demonstrate effectiveness for producing teachers who positively impact student [...]

Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students' choice, creativity, and freedom. Seminal educationists--like Dewey and Montessori--centered the purposes of education in the flourishing and valuing of Student Voice. This article examines the relationship between the integration of educational technology and Student Voice . In particular, the article describes and reports on a mixed-methods study of teacher candidates' (n = 63) perceptions of and practices with integrating digital technology and Student Voice. The article has two objectives. The first objective is to examine how teacher candidates construct and define the term Student Voice. The second objective is to describe how teacher candidates integrate digital technology and Student Voice into their lesson plan ideas. The study had three findings. First, the teacher candidates most closely defined and connected Student Voice with creative freedom. Second, although the teacher candidates had learner-centered definitions for Student Voice it was difficult for them to translate their definitions into actual lesson plan ideas that included the integration of educational technology in order for students to create so that their voices could be heard. Third, the student questionnaire data also illustrated how teacher candidates had varied perceptions of the relationship between technology and Student Voice; the candidates were more likely to describe elementary students' primary use of technology as "using apps or software to practice subject-area skills" or "playing educational games" than any other technology-rich activities. The teacher candidates were disconnected in their perceptions about what Student Voice meant and their proposed pedagogies to enhance Student Voice with digital technologies. To address the disconnect, the article discusses strategies that can guide teacher candidates to integrate educational technology into their lesson plans to allow students to create and for the Student Voice to resonate throughout the classroom community.

Within the current educational context, educator preparation programs are under increasing pressure to demonstrate their effectiveness in producing teachers that impact P-12 student learning. As a result, programs must investigate organizational features that are powerful for preparing teacher candidates to enter the classroom. One facet is the clinical experience, which allows candidates to enact practices learned within the preparation program within an educational context. This article describes the development of an embedded, multi-semester internship that incorporated an intensive field experience delivered in partnership with a local district. It was theorized that the activities associated with the internship and the related partnership have the potential to be a powerful way to structure teacher learning to impact theory-practice connections and improve candidates' efficacy for teaching and learning. Preliminary data collection in the form of surveys and focus group meetings have revealed positive outcomes, including perceptions of readiness to teach and the development of relationships between various stakeholders. Subsequent analyses will examine the impact on observable classroom behaviors, performance on the edTPA, and impact on teacher self-efficacy.

Competent use of the Internet to locate information is an important skill for today's youth. Yet, many lack the knowledge and dispositions to engage in the processes necessary to effectively and efficiently find information on the Internet. As a result, various countries have incorporated references to the processes of online inquiry within their educational standards. Despite similarities in these standards, however, international comparisons are rare and have not produced insights into broader themes and patterns regarding how cognitive, metacognitive, and affective variables interact to influence outcomes on related measures of success, e.g., international assessments. The purpose of this research was two-fold: to examine the measurement invariance of a German-language version of the Survey of Online Reading Attitudes and Behaviors across a sample of participants from Germany and to compare the results with students from United States who completed the English-version of SORAB. The results justified comparisons across the samples with respect to the latent factor variables and comparisons yielded differences associated with cognitive and behavioral engagement, value/interest, and anxiety. No differences were noted with regard to self-regulation and efficacy for online reading. Implications are framed within broader contextual variables that may have been influential in producing the differences between the samples.

By integrating the model presented here into instruction, teachers can help students develop the knowledge, skills, and mindset necessary to become effective global citizens. The model is called Global Citizenship 1-2-3, and it is based on a three-step approach to educate students (citizens) who (1) learn, (2) think, and (3) act in globally responsible ways.

This study examined 388 elementary education teacher candidates (n = 388) across four semesters in one educator preparation program about their experiences completing the performance-based assessment edTPA. Candidates were in one of three programs at a large, public research university in the Southeast region of the United States. These programs included: a general undergraduate elementary education program, an undergraduate elementary/special education dual licensure program, and a post baccalaureate graduate certificate in elementary school teaching program. Findings indicate that candidates across all three programs reached consensus on the five biggest challenges of edTPA. The challenges included: (1) deeper thinking for students; (2) identifying the language function of the lesson sequence; (3) including discourse in the lesson plans; (4) including the syntax supports in their lesson plans; and (5) making connections to research and theory. While all three groups of candidates identified these five challenges, the order and the extent to which they were a challenge varied by group. Further, candidates expressed disproportionate periods of time dedicated to edTPA during student teaching. Candidates in the graduate certificate in teaching program reported that they felt less prepared than undergraduate students in the other programs. Implications include examining how to best support candidates in all three programs to increase their likelihood of success on edTPA.

In teacher education programs, modeling from both teacher education faculty and clinical educators in schools can support teacher candidates' adoption of new instructional practices. This study examined how modeling from both teacher education faculty and clinical educators influenced elementary education teacher candidates' development of technology integration knowledge and use of technology while teaching. Further analysis looked at how technology modeling and use aligned to higher-order thinking skills using the Revised Bloom's Taxonomy framework (Anderson & Krathwohl, 2000). Teacher education faculty primarily modeled technology integration with higher-order thinking skills such as rigorous practice activities and project-based learning, whereas the clinical educators modeled technology integration through lower-level activities such as educational review games and showing videos. Further, candidates used technology in lower-level ways more than higher-level ways. Based on the findings of our study, we discuss how modeling can support teacher candidates' development of TPACK.

Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article's theoretical frame for the investigation of the impact of this study abroad program. The study's participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States (N = 21). Using a mixed-methods research design, the study examined the participants' perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers' global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen.

Educator preparation programs across the United States are increasingly adopting performance-based assessments, including edTPA, as a mechanism to measure candidates' development of the knowledge and skills necessary to enter the classroom upon program completion. Within this context, this investigation examined associations between elementary candidates' edTPA scores, background characteristics, preparation program features, and performance on practice tasks. EdTPA scores were collected for six cohorts of elementary teaching candidates, including 392 undergraduate and 115 graduate certificate candidates. Multiple imputation and ordinary least squares regression were used to assess associations. Better Grade Point Averages and performance on practice tasks were consistently associated with higher final edTPA scores for undergraduates. Perceived preparation from coursework predicted higher final edTPA scores in some cases. The results are discussed relative to their implications for identifying candidates who may require additional supports and for targeting program resources to supports that have the strongest associations with final scores.

Advances in technology are having a profound impact on distance education as online learning is becoming a preferred educational option. Within these online learning experiences, the asynchronous online discussion has evolved into one of the most commonly used communication tools. However, a lack of cognitive processing and interaction in the discussions appears to limit the potential benefits as suggested within social constructivist theories. This research analyzed participant responses and postings in online discussions and identified seven stances relative to collaboration and cognitive engagement of participants. A taxonomy was created that allows categorization of participant stances with respect to the two constructs. Implications for teaching and research are presented with attention to facilitative prompts, which are used to enhance collaboration and participation within online discussions. (Contains 1 figure.)

This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the scores on the measure were highly reliable. Evidence of construct validity was obtained with two existing teacher self-efficacy measures. The results of the correlational analysis lend credence that the instrument developed by the research team was indeed measuring self-efficacy beliefs. The implications for teacher education and research are discussed.

While Grow Your Own (GYO) programs have sought for decades to remedy teacher shortages across the United States, myriad factors, including the demographic shifts in public school populations, have in recent years exacerbated the need to recruit and retain teachers of color and of bilingual backgrounds. Amid models of precollegiate and university-based GYO programs, a unique early college program, the Charlotte Teacher Early College (CTEC), was developed in partnership between a large urban school district and an urban college of education to intentionally attract and support students historically marginalized from the profession. This article describes the innovative elements of the program, such as the curriculum, workshops, and mentorships, designed to build from previous GYO successes and to capitalize on assets offered by this particular community. Because CTEC is only in its second year of implementation, the authors present challenges and opportunities for growth and research both for this particular program and for the broader GYO teacher preparation movement., IntroductionAt various points during the past half-century, the field of education has faced teacher shortages. Multiple factors, contextual and systemic, have contributed to this persistent problem. However, recently, a confluence [...]