We conducted a content analysis to examine trends in articles published between 1996 and 2014 in two journals—Teacher Education and Special Education (TESE) and the Journal of Teacher Education (JTE). Across both journals, we coded 1,062 articles categorically based on multiple attributes (e.g., type, topics, methodology, funding, geographic location, and student outcomes). We then analyzed these data using visual inspection, magnitude of trend, and percent of change. Most notably, we confirmed reductions in nonempirical articles, survey research, qualitative inquiries, and program descriptions. By contrast, we observed increases in articles that included P-12 student outcomes and in quantitative research, as well as in topics of in-service, global, and clinical experiences. Taken together, these findings allow us to chart a path forward for teacher development research, policy, and practice.

Three teacher educators partnered with a local high school to pilot an e-coaching model with secondary social studies pre-service teachers. Findings reveals an e-coaching supervisory model that can nurture relationships between university and public schools to support pre-service teacher (PST) development, can increase a PST's independence and confidence, and can support creation of a third space where power dynamics between university and public schools are disrupted and potentially leveled. Implications for e-coaching as a means of supervising field experiences in rural teacher education are discussed.

The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PSTs' progress toward quality standards for teaching. eCoaching is a professional learning strategy that provides real-time feedback to PSTs during instruction. In this article, the authors present an overview of eCoaching logistics, a description of eCoaching in action, and perceived impact of eCoaching on PSTs.

Shared storybook reading offers a potentially rich context for supporting language and communication development in students with severe intellectual disabilities and complex communication needs. Following the framework of community-engaged scholarship, the research team responded to a request for assistance from a special education teacher who sought to accelerate her students’ communication growth. Employing a case study design, researchers investigated the use of online professional development and eCoaching to support the implementation of interactive storybook reading strategies by a special education teacher and three of her students, ages 6 to 9 years. Results, although promising, suggest that the teacher’s use of interactive reading behaviors positively impacted the communication interactions of students with severe intellectual disabilities who have complex communication needs. Furthermore, her students increased their interactive communication, attention to text, and use of shared reading strategies across all study phases. Implications of the findings are discussed.

No abstract