Keywords community teacher educators, multicultural teacher education, preservice teacher education, social justice
Despite these and other calls for greater attention to preparing teachers to work with the families and communities of their students and to utilize expertise in local communities as resources in the education of community teachers, (2) and the existence of several notable short-term efforts in university teacher education programs to help preservice teachers learn from and about the communities in which they learn to teach (e.
As such, there is a call for teacher education programs to facilitate preservice teachers' personal development of these skills as well as their application to educational settings (American Association of Colleges for Teacher Education, 2010; Michaels, Truesdell, & Brown, 2015).
While research exists on each of the 21st-century skills in isolation or in pairs, a scarcity of research exists on the process of explicitly facilitating them with preservice teachers (Kagle, 2014; Kokotsaki, 2011; McDonald & Kahn, 2014; Thieman, 2008).
Further, the National Association of Professional Development Schools' (2008) calls for a preservice teachers to be actively engaged in the school community through school and university partnerships.
This staggering number may lead teacher educators to question what they can do to help preservice teachers stay in the classroom.
Determination of the attitudes of preservice
teachers, who live in an age of technology and get ready to raise future individuals, is of paramount importance both educationally and professionally.
Creative construction of analytical and holistic rubrics to assess multidisciplinary arts-infused learning in the elementary school classroom is one of the goals of a preservice
and creative methodologies and assessment course.
The General Staff of the Armed Forces of Kyrgyzstan introduced a program for preservice
training of youth on June 13 at a round table discussion on measures to implement the Government's decree.
We illustrate this professional development model by drawing on our ongoing work as part of the Mathematical Knowledge for Teaching Teachers (MKTT) Project, which is a National Science Foundation (1) funded professional development project designed to provide opportunities for mathematics teacher educators to develop their own understandings of mathematical knowledge as it influences their work with preservice
teachers in mathematics content courses.
The Honduras Study Abroad Program for Preservice
More recently, a supervisor's role has shifted to include collaboration, with the preservice
teacher, through an individualized progressive approach (Glickman, Gordon, & Ross-Gordon, 2001; Nolan & Hoover, 2008).