AACTE has chosen Rethinking Field Experiences in Preservice Teacher Preparation: Meeting New Challenges for Accountability, edited by Etta Hollins of the University of Missouri-Kansas City, to receive the 2016 AACTE Outstanding Book Award. The award will be presented at the 68th AACTE Annual Meeting Welcoming Session, Tuesday, February 23, at The Mirage Hotel in Las Vegas. Read more.
Warner, C.K. (2016). Constructions of excellent teaching: Identity tensions in preservice English teachers. National Teacher Education Journal, 9(1), 5-15.
Abstract: This qualitative study explored the conceptualizations of a cohort of preservice English teachers regarding the purposes and attributes of excellent English education. These questions guided the study: 1) How do preservice teachers conceptualize the purpose of English education? 2) What practices do those preservice teachers see as exemplifying excellence in the English teaching? 3) How have the perceptions of these preservice teachers changed throughout the course of their student teaching? Interview data was thematically coded using constant comparison and open coding techniques. Using two participants as examples, the study illustrates how preservice teachers struggled to balance competing forces and live up to standards of excellence imposed upon them by teacher educators, cooperating teachers, and district colleagues, they forged their own constructions of what it means to be an excellent English teacher, and, in the process, established their initial identities as teachers.
Michelle Maher and Dea Marx presented ¡Bienvenida!: Facilitating Hispanic Degree Attainment through Mentoring Programs at the 2015 UMKC Faculty Research Symposium.
Michael Wei and Carolyn Barber published Chinese students’ perceptions of interpersonal behavior and implications in System, an international journal of applied linguistics and educational technology as applied to foreign language education. Authorship: Michael Wei, Yalun Zhou, Carolyn Barber, and Perry den Brok