JournalTOCs

Action in Teacher Education
Number of Followers: 62

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0162-6620 - ISSN (Online) 2158-6098
Published by Taylor and Francis

[2648 journals]

Editors’ Notes
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  Authors: Heather Olson Beal, Chrissy Cross
  Pages: 85 - 86
  Abstract: Volume 44, Issue 2, Summer 2022, Page 85-86
  .
  
  Citation: Action in Teacher Education
  PubDate: 2022-04-18T02:00:28Z
  DOI: 10.1080/01626620.2022.2055956
  Issue No: Vol. 44, No. 2 (2022)
Engaging the Reluctant Preservice Teacher Reader: Exploring Possible
Selves with Literature Featuring Teachers
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  Authors: Shannon Tovey
  Pages: 1 - 19
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2022-04-21T06:21:05Z
  DOI: 10.1080/01626620.2022.2060878
Uncovering Preservice Teachers’ Conceptions of Achievement and
Accountability: Evidence from a Framed Field Experiment
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  Authors: Austin S. Jennings
  Pages: 1 - 15
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2022-04-13T08:15:40Z
  DOI: 10.1080/01626620.2022.2057372
Beyond “Good-Faith” Efforts: Diversifying the Faculty Ranks in Teacher
Education through Equity-Conscious Recruitment Practices
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  Authors: Rachel Endo
  Pages: 1 - 15
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2022-04-11T08:14:32Z
  DOI: 10.1080/01626620.2022.2058641
Mirror of Mind: Eliciting Critical Reflections in Preservice and Novice
Teachers
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  Authors: Dianna Gahlsdorf Terrell, Diana Sherman
  Pages: 1 - 22
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2022-02-24T02:28:47Z
  DOI: 10.1080/01626620.2022.2036268
An Analysis of the Questions Elementary Education Teacher Candidates Pose
to Elicit Mathematical Thinking
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  Authors: Madelyn W. Colonnese, Luke T. Reinke, Drew Polly
  Pages: 1 - 16
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2022-02-09T08:23:09Z
  DOI: 10.1080/01626620.2021.2020696
Preservice Teachers’ Mental Health: Using Student Voice to Inform
Pedagogical, Programmatic, and Curricular Change
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  Authors: Mary Beth Ressler, Cynthia Apantenco, Lindsay Wexler, Kathleen King
  Pages: 1 - 17
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2022-01-14T09:30:29Z
  DOI: 10.1080/01626620.2021.1997832
Sensible or Stifled: What Public-school Teachers Know about Their First
Amendment Speech Protections in the Classroom
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  Authors: Kelly Siegel-Stechler, Pamela Callahan
  Pages: 1 - 18
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2021-12-14T06:38:52Z
  DOI: 10.1080/01626620.2021.1997833
“If You’re Not at the Table, You’re on the Menu”: Learning to
Participate in Policy Advocacy as a Teacher Educator
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  Authors: Elena Aydarova, James Rigney, Nancy Fichtman Dana
  Pages: 1 - 17
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2021-11-03T07:35:10Z
  DOI: 10.1080/01626620.2021.1982793
Supporting Elementary Pre-Service Teachers’ Academic Language
Development in Social Studies
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  Authors: Melissa Wrenn, Julie Stanley
  Pages: 1 - 18
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2021-10-15T09:14:03Z
  DOI: 10.1080/01626620.2021.1987352
Transformative Learning within an International Teaching Experience:
Developing as Emerging Culturally Responsive Teachers
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  Authors: Jennifer Jacobs, Steve Haberlin
  Pages: 1 - 19
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2021-08-05T12:41:46Z
  DOI: 10.1080/01626620.2021.1955774
Does Practice Make Perfect' The Curricular Give and Take of One
Teacher Education Program’s Re-design
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  Authors: Scott Kissau, Hilary Dack, Paul Fitchett
  Pages: 1 - 20
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2021-08-04T08:56:22Z
  DOI: 10.1080/01626620.2021.1955775
From “Social Justice Vacant” to “Social Justice Explicit”: An
Analysis of How Elementary Pre-service Teachers Imagine Teaching about
COVID-19
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  Authors: Laura H. Darolia, Meghan A. Kessler
  Pages: 1 - 17
  Abstract: .
  
  Citation: Action in Teacher Education
  PubDate: 2021-08-04T08:54:21Z
  DOI: 10.1080/01626620.2021.1950585