Section archive - Instruction in Teacher Training

This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. Results indicated that children’s oral language development benefited strongly from these interventions. However, the authors argue that vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.

The purpose of this article is to present findings from a qualitative investigation into how authority was negotiated in an undergraduate teacher education course in which the author - as the teacher of the course - established course obligations with students through designing individualized grading contracts. The findings suggest that four themes emerged from the data represent potential frameworks for negotiating authority in teacher education: seeking mutually satisfactory agreement, finding several solutions to the problems being negotiated, compromising based on principle rather than pressure, and deriving legitimacy from mutually recognized sources.

This auto-ethnographic narrative presents the experiences of a teacher educator who came out to his preservice teachers. The author claims that preservice teachers need to understand the beliefs and practices of families and cultures that are unlike their own. The author concludes that when queer teacher educators embrace what makes them who they are; it is only then that they can, in equal measure, inspire their preservice teachers.

This paper examines the interconnection between a queer teacher educator and a lesbian preservice teacher in Australia as they work collaboratively to break the discursive silence of queerness in teacher education. The queer teacher educator, who is the author of this article, and a lesbian preservice teacher framed their research methodology and used Queer life narrative model. The article is a call for dialogue about ways for queer teacher educators to support queer preservice teachers, who often must navigate their queer identities in both the university and K–12 environment concurrently.