Decisions to enter and continue in the teaching profession: Evidence from a sample of U.S. secondary STEM teacher candidates

Given its prevalence and cost it is imperative to identify predictors of early career teacher turnover intentions and behavior. During their final year as education majors, 311 US, STEM Secondary Education students rated their student teaching experience, the strength of their teacher identity, and their intent to enter the teaching profession. Within 1–3 years after graduating 191 of them reported whether they remained in the teaching profession. One's identity as a teacher, as well as the perceived quality of student teaching experiences, predicted both intent and actual entry into the teaching profession. Furthermore, teacher identity mediated the relationship between student teaching satisfaction and outcomes.     

A review of critical literacies in preservice teacher education: pedagogies,shifts, and barriers

In literacy teacher education, a small but important group of studies have addressed how teachers can be prepared for enacting critical literacies pedagogies in K-12 classrooms. In this review, we argue that, more than ever, these efforts have a place in the field of teacher preparation. After providing a brief review of how critical literacies are conceptualized in the field, we review the approaches of teacher educators across the reviewed work. We identify approaches in coursework, including text-based and non text-based approaches as well as approaches to preparing teachers through experiences with students. We also identify the barriers that teacher educators face when preparing teachers for critical literacies pedagogy, and finally, provide recommendations for future studies.     

Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran

This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers’ professional identity reconstruction.² Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator’s reflective journals were analyzed as guided by grounded theory. Three major shifts were observed in their professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from no orientation or an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of second language education.     

美国师范教育的发展历史给我们的启示

美国的师范教育经历了师范学校、师范学院及综合大学教育院（系）三个阶段，这种演变蕴藏一些规律，对我国师范教育的改革有一定的启示作用。     

Changes in sensed dis/continuity in the development of student teachers throughout teacher education

Initiatives aimed at supporting student teachers for entering and staying in the teaching profession require a better understanding of the nature of student teachers’ development as it unfolds during teacher education. Accordingly, we focused on changes in the extent to which student teachers perceive and expect dis/continuity in their development during the programme. The design of the study included 25 authentic supervision dialogues/conversations, enabling the analysis of development within and across six student teachers’ developmental trajectories. Findings showed that student teachers’ initial sense of dis/continuity is not necessarily predictive of progress and (un)successful completion of teacher education. Furthermore, sensed dis/continuity varies differently over time in student teachers, both in terms of when it changes as well as in terms of with what types of past perceptions and future expectations these changes occur.