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The purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to understand: (1) how participants experienced being in a school-based cohort and (2) whether and how participants experienced the three designated tenets of the M.Ed. program: teacher inquiry, social justice and student engagement and motivation.

This qualitative study used semi-structured focus group interviews (n = 7) to examine teachers’ perceptions, using a constant comparative method (Corbin & Strauss, 2008) of open coding to analyze the data and determine emergent themes.

The findings indicate the design of this school-based M.Ed. program provided both social and academic benefits including strengthening teachers’ working relationships and their understanding of students outside their own classroom and a transfer from individual learning to organizational benefit. Teachers positively perceived the three tenets that guided the first year of the program, especially the ability to study social justice and student motivation in depth.

This study has implications for teacher education and retention as well as how boundary spanning roles in PDS schools can impact graduate students’ experiences in schools. Given the current teacher shortage concerns, it is important to understand how M.Ed. programs can be designed with teacher needs at the forefront so learning is relevant and rewarding, both to the individual and the school.

While there are many studies that examine the use of cohorts in education, particularly in doctoral programs, few, if any, studies examine a school-based cohort M.Ed. program for practicing teachers. This study also puts a unique spotlight on how boundary-spanning roles can benefit not only teacher candidates but also practicing teachers in their M.Ed. programs.

School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow (Marchitello & Trinidad, 2019; Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs.

This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model.

Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches.

A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.

This paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers’ perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching strategies that were successful in creating opportunities to build Professional Capital. This paper aims to share this model, highlighting the significance of Professional Capital amidst challenges in English Teacher Education, and to suggest implications for application of the model within broader workforce development.

Semi-structured interviews were conducted with 18 trainee teachers from four English universities. To support the development of the theoretical framework, researchers employed inductive and iterative constant comparative methods aligned with constructivist grounded theory to sensitise concepts and codes, which were verified using theoretical sampling.

Informed by the findings of this study, a model is presented which highlights that participants developed human, social and decisional capital during their academic programs helping them to widen their perceptions of what counts as educationally important, beyond narrow performativity measures that are pervasive in a school system. By actively adopting a transformative pedagogy and employing constructivist approaches to curriculum design and delivery, optimal learning environments for learners to build their professional capital can be provided.

These findings may prove valuable to Higher Education academics as a model when designing and delivering professional, student-centred programmes. There are also implications for policymakers seeking to redesign initial teacher education towards schools-led and practice-oriented approaches, who wish to consider the perceptions, values and motivations of trainee teachers.

The findings highlight the significance of teacher trainees’ active engagement with academic literature and theory, in terms of contributing to the development of their professional capital, resilience and professional commitment.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.

Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.

The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.

The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.

This research study provides insight into students’ perceptions of teaching through virtual and face-to-face clinicals in an introductory education course in a pre-education program at a minority-serving institution.

This study took place at an urban–suburban-centered community college in the Midwestern United States and was reviewed by the higher education institutional review board (IRB). Data were collected from pre-education majors enrolled in a four-hour Introduction to Education with field experiences.

The findings indicated that both virtual and face-to-face clinicals were beneficial to the development of pre-service teachers, particularly in an early introduction to education course.

The finding that virtual clinicals are significant to teacher growth is significant to teacher recruitment and preparation.

The flexibility of a virtual clinical provides greater opportunities for low-income and marginalized populations with limited means and access.

This finding can lead to strategies to diversify teacher candidates.

This study sought to answer the following question: how do pre-education students reflect to understand the roles and responsibilities of teaching through virtual options vs face-to-face clinicals? The interest of this research is to expand pathways into the teaching profession to nontraditional, ethnically and culturally marginalized groups and historically underrepresented groups.

Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).

This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.

Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.

While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.

The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).

This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).

This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs).

A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.

Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.

This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.

This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports.

A needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts.

Two programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK–12 students.

This paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.

This paper describes the rationale and key aspects of how one school-university partnership leveraged resources to create, implement and refine an innovative professional pathway called the Early Childhood Certificate (ECC) program which reflects the National Professional Development Schools (NAPDS) Essential Guideline 4: Reflection and Innovation. The ECC program is an innovative, career-building model that leverages resources between a predominantly white regional state university, a nonprofit organization serving as a Head Start grantee, a large urban school district and community-based education settings across a Midwestern metropolitan region.

This descriptive narrative documents how the ECC program developed as a professional pathway for early childhood educators to scale up their skills for teaching young children while strengthening their capacities and credentials within the early childhood education (ECE) profession pipeline. The narrative includes relevant literature and examples from the field.

This paper includes a discussion of the benefits and challenges related to the design, implementation and refinement of the professional learning ECC program.

This is a descriptive narrative. As such, generalizability is lacking. Research is needed to determine the effectiveness and sustainability of innovative teacher education programs.

Relevant research and lessons learned provide guidance for other school–university partnerships to consider how to meet workforce and career needs for educators in the field of ECE.

School–university partnerships can be change agents and positively impact early childhood educators' career development.

This paper addresses the need for understanding how predominantly white early childhood teacher education programs can partner with schools and agencies and then together leverage resources to support workforce and career development opportunities.