SECTIONS &
SECTION CHAIRS
SECTION 1.
TEACHING AND TEACHER EDUCATION IN THE CONTENT AREAS
This section invites investigations of quality teaching and teacher education in the content areas in PK -16+ school or community settings. This could include examinations of a single content area, or inquiry into the intersections between multiple content areas, in relation to teaching practices, knowledge(s), roles, teacher preparation, and perceptions of students, teachers, and teacher educators.
This section invites investigations of quality teaching and teacher education in the content areas in PK -16+ school or community settings. This could include examinations of a single content area, or inquiry into the intersections between multiple content areas, in relation to teaching practices, knowledge(s), roles, teacher preparation, and perceptions of students, teachers, and teacher educators.
SECTION CHAIRS
SECTION 2.
TEACHER LEADERSHIP WITHIN AND BEYOND THE CLASSROOM
This section invites investigations of teachers who demonstrate leadership, expert knowledge, and advocacy both from within the classroom and/or school settings, as well as beyond individual or local school contexts. This could include examinations into the definition and conceptualization of teacher leadership, the impact of teacher leadership on practice/curriculum/policy, innovative programs and models that support the identification and development of teacher leaders, case studies of teachers who lead, teacher research, etc.
This section invites investigations of teachers who demonstrate leadership, expert knowledge, and advocacy both from within the classroom and/or school settings, as well as beyond individual or local school contexts. This could include examinations into the definition and conceptualization of teacher leadership, the impact of teacher leadership on practice/curriculum/policy, innovative programs and models that support the identification and development of teacher leaders, case studies of teachers who lead, teacher research, etc.
SECTION CHAIRS
Monica Taylor
Montclair State University [email protected] |
SECTION 3.
TEACHERS' AND TEACHER EDUCATORS LIVES: LIVED EXPERIENCES, IDENTITIES, SOCIALIZATION, & DEVELOPMENT
This section invites investigations of teachers or teacher educators—who they are, how they come to be, what they believe and how they think, dilemmas and challenges they face. Proposals might focus on teacher knowledge(s) and understandings about their work and lives, autobiographies and personal or professional histories; thinking and decision-making; beliefs, conceptions and perspectives; ideologies, attitudes and dispositions; etc. Included also could be inquiry into the spiritual, moral, socio-political, affective, emotional dimensions of teaching.
This section invites investigations of teachers or teacher educators—who they are, how they come to be, what they believe and how they think, dilemmas and challenges they face. Proposals might focus on teacher knowledge(s) and understandings about their work and lives, autobiographies and personal or professional histories; thinking and decision-making; beliefs, conceptions and perspectives; ideologies, attitudes and dispositions; etc. Included also could be inquiry into the spiritual, moral, socio-political, affective, emotional dimensions of teaching.
SECTION CHAIRS
Jake Bennett
Vanderbilt University [email protected] |
SECTION 4.
MULTICULTURAL, INCLUSIVE, & SOCIAL JUSTICE FRAMEWORKS IN PK-16+ SETTINGS
This section invites investigations of multicultural, inclusive, and social justice frameworks for teaching and teacher education in pre-service, professional practice/development, and PK-16+settings. Submitted research should be deeply centered in complex dimensions of diversity, justice, and equity as supported and evidenced in school-based practice. Studies should establish significance in terms of learning and developmental outcomes for pre-service teachers, teachers in their sites of practice, and children in vulnerable and underserved populations.
This section invites investigations of multicultural, inclusive, and social justice frameworks for teaching and teacher education in pre-service, professional practice/development, and PK-16+settings. Submitted research should be deeply centered in complex dimensions of diversity, justice, and equity as supported and evidenced in school-based practice. Studies should establish significance in terms of learning and developmental outcomes for pre-service teachers, teachers in their sites of practice, and children in vulnerable and underserved populations.
SECTION CHAIRS
Norma Marrun
University of Nevada-Las Vegas [email protected] |
SECTION 5.
PRESERVICE TEACHER EDUCATION COURSEWORK: CURRICULUM AND TEACHING TO IMPROVE TEACHER KNOWLEDGE, UNDERSTANDING, AND PEDAGOGICAL PRACTICES
This section invites investigations of preservice teacher preparation for complex and diverse settings. Proposals could include, but are not limited to: practices intended to enhance teacher knowledge and understanding; different pedagogical practices and perspectives on learning to teach; practices intended to improve the quality of teaching in PK-16+ settings; becoming competent and caring teachers of culturally, linguistically diverse learners in various settings; and assessment practices in teacher preparation and development.
This section invites investigations of preservice teacher preparation for complex and diverse settings. Proposals could include, but are not limited to: practices intended to enhance teacher knowledge and understanding; different pedagogical practices and perspectives on learning to teach; practices intended to improve the quality of teaching in PK-16+ settings; becoming competent and caring teachers of culturally, linguistically diverse learners in various settings; and assessment practices in teacher preparation and development.
SECTION CHAIRS
SECTION 6.
FIELD EXPERIENCES: STUDENT TEACHING, SUPERVISION, SCHOOL/COMMUNITY COLLABORATIONS, AND INNOVATIVE APPROACHES AND MODELS
This section invites investigations of field experiences, including student teaching, early field experiences, community-based field experiences, and approaches to facilitating candidates’ understanding of teaching and learning through inquiry, observation, and practice. Examinations could focus on questions of quality placements or experiences, the relationship between field experiences and coursework, quality supervision, selection and support of cooperating teachers, the sequence and substance of student teaching, etc.
This section invites investigations of field experiences, including student teaching, early field experiences, community-based field experiences, and approaches to facilitating candidates’ understanding of teaching and learning through inquiry, observation, and practice. Examinations could focus on questions of quality placements or experiences, the relationship between field experiences and coursework, quality supervision, selection and support of cooperating teachers, the sequence and substance of student teaching, etc.
SECTION CHAIRS
SECTION 7.
TEACHER RECRUITMENT, INDUCTION, MENTORING, AND RETENTION FOR AND FROM DIVERSE COMMUNITIES AND CONTEXTS
This section invites investigations of strategies, programs, and collaborations for attracting, supporting, and retaining qualified P-16+ teachers from various diverse communities, and for the range and complexity of cultural, linguistic, social, and political contexts that influence and inform teaching, student learning, and learning to teach.
This section invites investigations of strategies, programs, and collaborations for attracting, supporting, and retaining qualified P-16+ teachers from various diverse communities, and for the range and complexity of cultural, linguistic, social, and political contexts that influence and inform teaching, student learning, and learning to teach.
SECTION CHAIRS
Danny C. Martinez
University of California, Davis [email protected] |
SECTION 8.
TEACHER LEARNING AND PROFESSIONAL DEVELOPMENT
This section invites investigations of teacher learning and professional development. We welcome theoretically and conceptually grounded studies examining processes, evidence, and outcomes of professional learning related to, for example, teacher thinking and knowledge(s), self-efficacy, identity, teaching practice, engagement in activism, and shifts in student learning. Studies that contribute strong evidence about teacher learning and development are of interest. Critical theories and perspectives towards professional development approaches and assumptions about teacher learning are encouraged as well as studies oriented towards advancing culturally responsive/sustaining and anti-oppressive learning opportunities.
This section invites investigations of teacher learning and professional development. We welcome theoretically and conceptually grounded studies examining processes, evidence, and outcomes of professional learning related to, for example, teacher thinking and knowledge(s), self-efficacy, identity, teaching practice, engagement in activism, and shifts in student learning. Studies that contribute strong evidence about teacher learning and development are of interest. Critical theories and perspectives towards professional development approaches and assumptions about teacher learning are encouraged as well as studies oriented towards advancing culturally responsive/sustaining and anti-oppressive learning opportunities.
SECTION CHAIRS
SECTION 9.
TEACHER EDUCATION INNOVATION AND POLICY
This section invites submissions that address innovations in teacher education and/or analyses of teacher education policies. Studies of innovation might explore new and creative approaches to designing teacher education programs. Examples include online (distance learning), hybrid programs, professional development schools, and other university-school partnership models. Policy analyses might address the distribution of teacher expertise and labor, teacher education curriculum, teacher evaluation, program accreditation, teacher licensure/certification, and ongoing professional development. These explorations might target or transcend local, national, or international policy mandates or debates that affect teaching and teacher education. Submissions that critically take up issues of educational equity along the lines of race and ethnicity, language, culture, socioeconomic class, gender, sexuality, citizenship and other identity markers are particularly encouraged, as are submission relating to innovations and/or policies around Minority-Serving Institutions (i.e., Historically Black Colleges and Universities; Tribal Colleges and Universities, Hispanic Serving Institutions; Asian American and Native American Pacific Islander-Serving Institutions).
This section invites submissions that address innovations in teacher education and/or analyses of teacher education policies. Studies of innovation might explore new and creative approaches to designing teacher education programs. Examples include online (distance learning), hybrid programs, professional development schools, and other university-school partnership models. Policy analyses might address the distribution of teacher expertise and labor, teacher education curriculum, teacher evaluation, program accreditation, teacher licensure/certification, and ongoing professional development. These explorations might target or transcend local, national, or international policy mandates or debates that affect teaching and teacher education. Submissions that critically take up issues of educational equity along the lines of race and ethnicity, language, culture, socioeconomic class, gender, sexuality, citizenship and other identity markers are particularly encouraged, as are submission relating to innovations and/or policies around Minority-Serving Institutions (i.e., Historically Black Colleges and Universities; Tribal Colleges and Universities, Hispanic Serving Institutions; Asian American and Native American Pacific Islander-Serving Institutions).
SECTION CHAIRS
Rachael Gabriel
University of Connecticut [email protected] |
SECTION 10.
Teacher Educator Learning and Practice
This section invites investigations of teacher educator learning, development, and practice. Specific inquiry approaches or designs as well as general issues and conceptual concerns are welcome. This could include investigations of approaches to and strategies for teacher educator preparation, innovative teacher educator pedagogies, and/ or formal and informal contexts for professional learning and mentoring for teacher educators. Submissions that address connections between teacher educator learning, practice, and preparation and critical issues of race, language, culture, socioeconomic class, gender, sexuality, citizenship and other identity markers are particularly encouraged.
This section invites investigations of teacher educator learning, development, and practice. Specific inquiry approaches or designs as well as general issues and conceptual concerns are welcome. This could include investigations of approaches to and strategies for teacher educator preparation, innovative teacher educator pedagogies, and/ or formal and informal contexts for professional learning and mentoring for teacher educators. Submissions that address connections between teacher educator learning, practice, and preparation and critical issues of race, language, culture, socioeconomic class, gender, sexuality, citizenship and other identity markers are particularly encouraged.
SECTION CHAIRS