Section archive - Instruction in Teacher Training

In this article, a longitudinal view of professional development at T.P. Yaeger Middle School, a campus involved in several organized reform initiatives, has been presented from the perspective of an eighth-grade teacher who has been a 10-year participant in this research. The author uses four fine-grained narrative exemplars to feature the teacher’s and some of his colleagues’ experiences of teacher learning within the context of school reform.

This study focused on a crucial component of literacy coaches’ professional lives – the redelivery of professional development in Reading First. The authors interviewed two literacy coaches in the Georgia Reading First curriculum model about how they redelivered professional development. The coaches negotiate competing discursive forces, frame success and represent their practices in different and complex ways despite the assumed uniformity of Reading First redelivery.

This essay investigates a series of workshops that combined children’s literature and drama to help pre‐service teachers understand the parts they play in inequality, oppression, and racism. Furthermore, the authors also help pre‐service teachers to recognize their role in larger societal constructs.

This qualitative study explores perspectives of 29 physician mentors on mentoring medical students in a well‐respected medical school’s formal, assigned, longitudinal mentoring program that has a curricular component in the second year. Using a phenomenologic inductive approach, common themes identified centered on mentors’ relationships with their students and the characteristics of the relationships. The researchers indicate the importance of the curricular component for providing a purpose and structure for relationship development and in facilitating relationship development in this assigned mentoring program.