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Several mucosotropic human papillomaviruses (HPV), including HPV type 16 (HPV-16), are etiologic agents of a subset of anogenital cancers and head and neck squamous cell carcinomas. In mice, HPV-16 E7 is the most potent of the papillomaviral oncogenes in the development of cervical disease. Furthermore, interfering specifically with the expression of E7 in HPV-positive cell lines derived from human cervical cancers inhibits their ability to proliferate, indicating that the expression of E7 is important in maintaining the transformed phenotype in vitro. To assess the temporal role of E7 in maintaining HPV-associated tumors and precancerous lesions in vivo, we generated Bi-L E7 transgenic mice that harbor a tetracycline-inducible transgene that expresses both HPV-16 E7 and firefly luciferase. When we crossed Bi-L E7 mice to a K5-tTA transgene-inducing line of mice, which expresses a tetracycline-responsive transactivator selectively in the stratified squamous epithelia, the resulting Bi-L E7/ K5-tTA bitransgenic mice expressed E7 and luciferase in the skin and cervical epithelium, and doxycycline repressed this expression. Bitransgenic mice displayed several overt and acute epithelial phenotypes previously shown to be associated with the expression of E7, and these phenotypes were reversed on treatment with doxycycline. Repressing the expression of E7 caused the regression of high-grade cervical dysplasia and established cervical tumors, indicating that they depend on the continuous expression of E7 for their persistence. These results suggest that E7 is a relevant target not only for anticancer therapy but also for the treatment of HPV-positive dysplastic cervical lesions.

ArticleResearchers in many fields and in many parts of the world are now interested in studying the ways teachers are recruited, prepared and certified. They work from different, sometimes competing, perspectives regarding the goals of research and the purposes of education. This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. It is based on our massive review of research on teacher education and certification (Cochran-Smith et al., in press). Part 1, which appeared in the previous issue of Journal of Teacher Education (JTE), provided information about how the review was conducted, described the theoretical/analytic framework we developed to guide the review, and analyzed the research on teacher preparation accountability, effectiveness and policies-the first of three broadly construed programs of research we identified. This second part of the article discusses the second and third programs of research: research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity. Guided by our "Research on Teacher Preparation as Historically Situated Social Practice" theoretical/analytic framework, we identified the multiple subcategories or clusters of studies comprising each of these programs of research and examined the social practices in which researchers engaged within a selected cluster for each program. This article also suggests new directions for research on teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing field. Research Program B: Teacher Preparation for the Knowledge SocietyIt is generally agreed that knowledge societies demand workers who can think critically, pose and solve problems, and work collaboratively-abilities not readily developed in classrooms where teaching entails transmitting factual information to learners. According to reformers, preparing students for future knowledge work requires new ways of teaching that are grounded in constructivist views of learning. The studies in Research Program B focus on preparing teacher candidates to teach in ways that are consistent with new understandings of how people learn, a trend we discussed in more detail in Part 1 of this two-part article. We identified six clusters of studies within this program of research: preparing teachers to teach subject matter, particularly science (Cluster B-1); the influence of coursework on learning to teach (Cluster B-2); the influence of fieldwork on learning to teach (Cluster B-3); teacher education program content, structures, and pedagogies (Cluster B-4); teacher educators as learners (Cluster B-5); and learning to teach 558268J TEXXX10.1177/0022487114558268Journal of Teacher EducationCochran-Smith et al. AbstractThis is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling a...

This co/autoethnography uses our lens as university faculty to examine how engaging in a year-long self-study with mentors nurtured a complicated third space where we could together begin to reimagine our roles as teacher educators. Two secondary faculty members and a doctoral assistant used co/autoethnography to revisit a collaborative self-study with mentors to better identify both the individual and programmatic complexities that arise when a third space is opened and we are invited to reinvent our perspectives and responsibilities as co-teacher educators. We ask two questions: What happens when faculty facilitate a third-space teacher education program with mentor teachers? How does this third space influence the teacher education practices in an urban teacher residency program? We present a series of tensions about our work together as teacher educators in the third space. They include professional into authentic relationships, authority into collaboration, collaborative agency into individual agency, and apprenticing to master teacher into apprenticing within a collective. Following findings about each tension, we discuss how we as faculty navigated each tension. Finally, we consider the implications of our work for all field-based teacher education programs.