“Change Happens Beyond the Comfort Zone”

Abstract

I went to the student teaching meeting, and they asked if we wanted to student teach in Philly. Three or four people raised their hands. People made faces, like, "Why would I want to student teach in Philly?" My roommate was like, "I want to student teach in the best conditions possible." (Evie, undergraduate student) 687738J TEXXX10.

Trends of competencies in teacher education from 2015 to 2020: A Systematic Review Analysis

“…The results in Table 2 indicate that teachers' learning is the most appealing ranking as teachers' attitudes toward teacher education competencies developed in the Journal of Teacher Education. Seventeen papers mentioned teachers' learning regarding improving the competencies of teacher education from 2015 through 2020 (e.g., Thompson, Hagenah, Lohwasser, & Laxton, 2015;Riley & Solic, 2017;Bacon, 2020). Interestingly, our analysis also found teachers' perspectives in the second-ranking position focused on teacher education.…”

Reflecting on Others Before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflective Practices

“…Candidates who had high reflective ability were more likely to view the experience as challenging but necessary. Previous teacher education research has documented the value of pushing candidates outside their comfort zone where they can encounter new perspectives, experience shifts in their viewpoints, and struggle with reviewing themselves given new understandings (see Riley & Solic, 2017). If candidates need to feel challenged to experience growth, this approach may inform not only reflection activities but also clinical experience activities overall.…”

When Shutting the Door Won’t Do: Teaching With the Specter of Community Backlash and the Implications for Teacher Education

“…This paper responds to a particular tendency in teacher education research to design studies that focus on how participants’ ideas, attitudes, dispositions, or beliefs about justice change over time and in response to particular interventions within teacher education. The scope of these studies varies from how preservice teachers responded to a teacher education course (e.g., Blanchard et al, 2018; Frederick et al, 2010), a community-engaged experience (e.g., Riley & Solic, 2017; Zygmunt et al, 2018), or a justice-oriented teacher education program (e.g., Bautista et al, 2018; Reagan et al, 2016). Although these studies address the complexity of teacher education for justice, they tend to focus narrowly on the habits and ideas of the individual teacher rather than contextualizing the teacher more broadly.…”