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Full-Text Articles in Teacher Education and Professional Development

The Influence Of Flexible Seating On College Students' Comfort And Engagement Levels, Robin Franklin, Jacquelynn Pleis Mar 2026

The Influence Of Flexible Seating On College Students' Comfort And Engagement Levels, Robin Franklin, Jacquelynn Pleis

Teacher Education Journal of South Carolina

Considering upgrades and changes in seating and physical design within the college classroom is often challenging in higher education. When designing a dedicated learning space at the university level, collaboration areas with flexible seating options should be considered a priority (Hare & Dillon, 2016). According to Burgeson (2017), providing flexible seating options K-12 within a student-centered approach to teaching and learning increases student engagement when given the choice of seating options. The researchers wondered if that would be true for college-level students and designed an action research study to understand this phenomenon. Student choice and voice were critical elements of …

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Full Issue: Volume 16, Number 3, Winter 2023, Judith Collazo, Timothy Lintner Mar 2026

Full Issue: Volume 16, Number 3, Winter 2023, Judith Collazo, Timothy Lintner

Teacher Education Journal of South Carolina

This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.

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Building Individual Relationships With Students In Today's Classrooms, Kelley Mayer White, Katie Swart Mar 2026

Building Individual Relationships With Students In Today's Classrooms, Kelley Mayer White, Katie Swart

Teacher Education Journal of South Carolina

Research has documented associations between high quality teacher-child relationships and children's social skills, self-regulation, and school readiness (Baker et al., 2008; Nguyen et al., 2020; Spilt et al., 2018). High-quality relationships are often defined as those in which the teacher and child experience a sense of closeness. Closeness is characterized by positive interactions, open communication, and warm feelings between teachers and children (Mashburn & Pianta, 2006). In contrast, children in teacher-child relationships regarded as high in conflict often perform poorer academically, are less engaged in learning, and report liking school less (Baker, 2006; Furrer & Skinner, 2003; Hamre & Pianta, …

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It's A Team Effort: Building Teacher Resilience In Pre-Service Teachers, Lindsay M. Simmons, Kimberly Mccuiston Mar 2026

It's A Team Effort: Building Teacher Resilience In Pre-Service Teachers, Lindsay M. Simmons, Kimberly Mccuiston

Teacher Education Journal of South Carolina

The authors address the role institutions of higher education play in building teacher resilience among pre-service teachers. Within teacher preparation programs, there are opportunities for pre-service teachers to learn skills and strategies that build teacher resiliency. Embedding opportunities in coursework and field experiences, the institution of higher education can scaffold the skills and strategies that promote self-advocacy, leading to teacher resiliency. Additionally, the authors discuss how ongoing professional development and effective mentoring can contribute to teacher retention.

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Implementing Culturally Relevant Pedagogy Within An Undergraduate Classroom Management Course: A Teacher-Student Reflection, Carlos E. Lavin, Audra E. Mitchell Mar 2026

Implementing Culturally Relevant Pedagogy Within An Undergraduate Classroom Management Course: A Teacher-Student Reflection, Carlos E. Lavin, Audra E. Mitchell

Teacher Education Journal of South Carolina

This article makes a case for culturally relevant pedagogies as one solution to the current cultural gap between teacher and student body in public education. To make this argument, we present our self-reflection and positionality of a research project on culturally relevant pedagogies. These reflections include our backgrounds and reactions to the project. Additionally, we present four of the most meaningful quotes from the study representing the barriers to implementation and the advantages of implementing culturally relevant pedagogy as a teaching framework.

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Cooperating Teacher Interjection In Student Teacher Lecture: The Purpose Of Interruption, Suzanne Horn, Kristal Curry Mar 2026

Cooperating Teacher Interjection In Student Teacher Lecture: The Purpose Of Interruption, Suzanne Horn, Kristal Curry

Teacher Education Journal of South Carolina

Using lecture is a standard method of teaching that offers students information the teacher would like the whole class to know. In this study, the researchers examined student teachers' lecture transcripts and identified when and why cooperating teachers inserted themselves into their lessons. The researchers used Post's (2007) work as the conceptual framework to analyze insertions by the cooperating teacher. This topic was investigated by the researchers who are faculty in the teacher education department after several student teachers reported that cooperating teachers were inserting themselves into the lessons they were teaching. As teacher educators, we wanted to explore how …

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Teacher Mentoring And Teacher Well-Being, Kayla D. King, Keonya C. Booker Mar 2026

Teacher Mentoring And Teacher Well-Being, Kayla D. King, Keonya C. Booker

Teacher Education Journal of South Carolina

This research study examined perceptions of mentoring for first-year elementary teachers in South Carolina. Participants completed an online survey to investigate if mentoring programs support beginning teacher well-being and result in increased teacher retention. Survey questions were adapted from the Oregon Department of Education's survey for beginning teachers. Both quantitative and qualitative data were used to determine the effectiveness of mentoring programs on beginning teacher support during the critical first years in the profession. Findings revealed that the majority of first-year teachers felt stressed and overwhelmed during their inductive year of teaching. Almost all first-year teachers (85%) stated they planned …

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The Center For Educator Recruitment, Retention, & Advancement's Active Programs To Support The Growth And Promotion Of Teacher Educators In South Carolina, Lindsay M. Simmons, Polly G. Haselden, August Stelzer Mar 2026

The Center For Educator Recruitment, Retention, & Advancement's Active Programs To Support The Growth And Promotion Of Teacher Educators In South Carolina, Lindsay M. Simmons, Polly G. Haselden, August Stelzer

Teacher Education Journal of South Carolina

The Center for Educator Recruitment, Retention, & Advancement (CERRA) is currently the oldest program of teacher recruitment in the United States. It was established in 1985 by the Commission on Higher Education based on concerns of South Carolina's teacher supply and a need for a centralized place to recruit teachers. The mission of CERRA is to recruit, retain, and advance South Carolina Educators (CERRA, 2022). Currently, the nation faces a critical shortage of male and minority educators, as well as academically gifted students who are attracted to pursuing a degree in the field of education. CERRA is an established program …

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Proficiency And Pedagogy: Preparing Preservice Teachers Of Early Literacy By Uncovering Knowledge Gaps While Developing Effective Teacher Practices, Miranda Sigmon Mar 2026

Proficiency And Pedagogy: Preparing Preservice Teachers Of Early Literacy By Uncovering Knowledge Gaps While Developing Effective Teacher Practices, Miranda Sigmon

Teacher Education Journal of South Carolina

There is a push within literacy education for strengthening explicit phonics instruction. State- level training and legislation have been implemented to provide teachers with professional development to deepen their understanding of phonics and expand effective instructional practices for explicit phonics instruction. This same training is needed within university programs training pre-service teachers. Within the early literacy methods course, undergraduate teaching majors learn about phonics skills as one component of effective literacy instruction. Pre-assessment data collected on phonics skills provided insight for teaching needs. After teaching lessons on phonics skills and explicit phonics instruction for multiple weeks, students were assessed on …

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Creating A Teacher Preparation Diversity, Equity, And Inclusion Course: Three Assessments For Effective Instruction., Mary-Celeste Schreuder, Lauren Adams Mar 2026

Creating A Teacher Preparation Diversity, Equity, And Inclusion Course: Three Assessments For Effective Instruction., Mary-Celeste Schreuder, Lauren Adams

Teacher Education Journal of South Carolina

In January of 2022, I (Mary-Celeste) walked into the first meeting of EDUC 210: Communication in Diverse Classrooms, a required course for education majors. I asked the 30 students to complete a Google survey with questions related to their own identities and beliefs about teaching for diversity. A hush fell over the class as each student worked through the survey. After a few minutes, one young woman raised her hand to ask me a question. She was confused about the survey question asking how she identified her sexuality – offered answers included heterosexual, gay, lesbian, pansexual, etc. She pointed to …

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Full Issue: Volume 16, Number 2, Summer 2023, Judith Collazo, Christine Leblanc, Timothy Lintner Mar 2026

Full Issue: Volume 16, Number 2, Summer 2023, Judith Collazo, Christine Leblanc, Timothy Lintner

Teacher Education Journal of South Carolina

This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.

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Advancing Equity In Stem Education: A University, K-12 School District 61 Collaboration To Engage Sixth-Grade Students In Computing Activities, Michiko B. Mcclary, Deirdre Morrison Wells, Kamilah Brown Mar 2026

Advancing Equity In Stem Education: A University, K-12 School District 61 Collaboration To Engage Sixth-Grade Students In Computing Activities, Michiko B. Mcclary, Deirdre Morrison Wells, Kamilah Brown

Teacher Education Journal of South Carolina

This mixed-methods study aims to determine whether participation in a computer science program positively impacts middle school students' attitude toward science, technology, engineering, and mathematics (STEM) and interest in STEM-related careers. Nineteen sixth-grade students from underrepresented populations in the STEM field consisting of 17 African Americans, one Latino, and one White female attending a rural, Title I middle school participated in the study. Computing lessons were taught by undergraduate interns majoring in computer science, middle-level mathematics and science teacher education, and secondary mathematics teacher education attending a small, private, four-year liberal arts, historically black college, or university. Survey results and …

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The Leveling The Playing Field Language Acquisition Program For Deaf And Hard Of Hearing Children, Amy T. Andersen, Michelle Cline, Stephanie Renart, Tiffany Narciso Mar 2026

The Leveling The Playing Field Language Acquisition Program For Deaf And Hard Of Hearing Children, Amy T. Andersen, Michelle Cline, Stephanie Renart, Tiffany Narciso

Teacher Education Journal of South Carolina

Language deprivation is a nationwide epidemic despite Early Intervention (EI) programs for deaf babies. EI provides at-home services and assumes a caregiver is with their baby during the day to use the strategies they learn. However, most parents work full time, and their children attend daycare. This paper describes a pilot program for families whose deaf babies were in daycare without full access to a natural language. Deaf Language Acquisition Associates (DLAA) were placed in classrooms with deaf babies for twenty-five hours a week. The program's success resulted in funding through the state legislature and adoption statewide.

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The First Amendment Goes To School: Guidelines For Public School Administrators, Michelle Román, Thomas R. Mcdaniel Mar 2026

The First Amendment Goes To School: Guidelines For Public School Administrators, Michelle Román, Thomas R. Mcdaniel

Teacher Education Journal of South Carolina

This article examines past and current legal cases relating to the importance of the Constitution's First Amendment for public schools and offers guidance to school administrators and teacher educators in South Carolina to help them comply with requirements pertinent to this Amendment. Landmark and other cases are used to define both the freedoms and limits to those freedoms for educators. Three guidelines outline specific administrator responsibilities derived from state laws and court rulings.

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More Resilient Than I Thought: Examining The Stress Of Teaching Through Covid-19, Rebecca Mueller Mar 2026

More Resilient Than I Thought: Examining The Stress Of Teaching Through Covid-19, Rebecca Mueller

Teacher Education Journal of South Carolina

COVID-19 elevated the already stressful nature of teaching. Shifts to remote learning, concerns for personal health, frustrations with technology, and attempts to balance personal and professional responsibilities led teachers to report even higher levels of stress, depression, and anxiety. Various steps were taken to support teachers during this challenging time, but more can be done to prevent many from exiting the profession. This qualitative study followed the experiences of four early-career middle/secondary social studies teachers during the 2020-2021 school year. Findings revealed significant impacts on the teachers, their students, and their instruction. Their abilities to successfully navigate these challenges highlight …

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The Influence Of Induction Programs On Novice Teacher Retention, Kate Colwell, Timothy R. Nelson Mar 2026

The Influence Of Induction Programs On Novice Teacher Retention, Kate Colwell, Timothy R. Nelson

Teacher Education Journal of South Carolina

Teacher attrition is growing in the United States and in South Carolina, creating an alarming teacher shortage problem (CERRA, 2019). Thirty-six percent of South Carolina teachers who left their positions after the 2018-19 school year taught for five years or less (CERRA, 2019). Induction programs focusing on the best practices of induction and on building self-efficacy may be able to stop the flow of novice teachers leaving the profession and combat the growing teacher shortage in the nation and South Carolina. This quantitative study sought to identify which facets of an upstate South Carolina district's induction program are successfully supportive …

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Preparing To Teach For Social Justice: An Analysis Of Preservice Teachers' Beliefs, Winston E. Vaughan Mar 2026

Preparing To Teach For Social Justice: An Analysis Of Preservice Teachers' Beliefs, Winston E. Vaughan

Teacher Education Journal of South Carolina

This article examines preservice teachers' attitudes and beliefs about teaching for social justice. Students responded to a given prompt pertaining to social justice, and then completed The Learning to Teach for Social Justice – Beliefs Scale. This instrument consisted of 12-point Likert Type scale items. A mixed method approach was used to collect and analyze thedata focusing on descriptive statistics for the quantitative aspect and emerging themes for thequalitative. Results indicate that preservice teachers clearly displayed and articulated a good understanding of what it means to teach for social justice.

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Teaching In The Pandemic: What Best Practices Have We Learned From Teacher Educators To Facilitate Students' Learning?, Nan Li, Courtney Howard Mar 2026

Teaching In The Pandemic: What Best Practices Have We Learned From Teacher Educators To Facilitate Students' Learning?, Nan Li, Courtney Howard

Teacher Education Journal of South Carolina

The COVID 19 pandemic as a global crisis brought an extraordinary challenge to all walks of life, including teaching and learning. A particular challenge was the sudden shift from face-to-face instruction to teaching online (Hodges et al., 2020; Houlden & Veletsianos, 2020; Rapanta et al., 2020). This paper discusses key findings from a qualitative survey study. The purpose was to determine the best pedagogies for online learning that we have ascertained from the unprecedented process of swiftly changing from face-to-face learning to online in educator preparation programs. Some best practices are discussed considering the findings.

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Full Issue: Volume 16, Number 1, Winter 2022, Judith Collazo, Christine Leblanc, Timothy Lintner Mar 2026

Full Issue: Volume 16, Number 1, Winter 2022, Judith Collazo, Christine Leblanc, Timothy Lintner

Teacher Education Journal of South Carolina

This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.

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Creating An Innovative College Classroom Learning Space For 66 Preservice Teachers, Robin Franklin, Jacquelynn Pleis Mar 2026

Creating An Innovative College Classroom Learning Space For 66 Preservice Teachers, Robin Franklin, Jacquelynn Pleis

Teacher Education Journal of South Carolina

Creating an innovative space for P-5 preservice teachers to learn the craft of teaching and solidify their calling should be a priority in teacher preparation. This conceptual paper highlighted research-to-practice ideas and processes in creating an innovative learning classroom. Upon examination of the literature, a clear gap emerged in reference to learning spaces designed specifically for preservice teachers that mirror elementary classrooms. Locating an appropriate space, considering stakeholders, prioritizing the budget, designing a layout including flexible furniture and seating, procuring resources and materials, and lessons learned are considered. The goal was to simulate real-world classrooms in order to advance educator …

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Conflict In Preparation And Practice: The Rationales Of Beginning Special 57 Educators In South Carolina, Adam W. Jordan Mar 2026

Conflict In Preparation And Practice: The Rationales Of Beginning Special 57 Educators In South Carolina, Adam W. Jordan

Teacher Education Journal of South Carolina

Special education remains a field experiencing a critical shortage of highly qualified teachers. As such, research in the field has often focused on teacher retention and cause for "burn out." In this study, the rationales, or formally written and expressed purposes, of seven teachers in either their first or second year of teaching in a public school in the state of South Carolina were explored. This qualitative descriptive study utilized three data points: 1). A written rationale produced across multiple assignments during the participant's undergraduate experience, 2). Analysis of a written or described lesson plan which the participant felt reflected …

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Systematic Literature Review Of Experiences And Supports For Students 45 With Autism Spectrum Disorder Post Hoc: Findings Regarding Diversity And Implications For Research And Educator Preparation, Eric J. López, Mariya Davis Mar 2026

Systematic Literature Review Of Experiences And Supports For Students 45 With Autism Spectrum Disorder Post Hoc: Findings Regarding Diversity And Implications For Research And Educator Preparation, Eric J. López, Mariya Davis

Teacher Education Journal of South Carolina

The following post hoc analysis examines cultural and/or linguistic information from a previous systematic literature review of 24 studies investigating demographic information, encounters, assists and suggestions of study participants enrolled in post-secondary education institutions with autism spectrum disorder (ASD). The analysis and discussion of results appeal for the need to not only include and focus on diversity but to refocus on cultural consciousness. Implications and future directions for research and for educator preparation programs are proposed.

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Increasing Collaborative Experiences: Strengthening The Process And 41 Proficiency Of Student Learning Through Group Work, Miranda Sigmon Mar 2026

Increasing Collaborative Experiences: Strengthening The Process And 41 Proficiency Of Student Learning Through Group Work, Miranda Sigmon

Teacher Education Journal of South Carolina

During the 2020-2021 school year, many changes to coursework were necessary as a result of pandemic restrictions. In reflecting on personal teaching experiences, student learning outcomes, and student reflections, positive outcomes were identified as unintentional results of these changes. Two specific assignments from different literacy-focused courses are discussed and reflected upon in recognizing the overarching need and benefit of increasing collaborative practices within the higher education classroom. In both examples provided, it is clear that modifying assignments to be completed collaboratively provided increased student discourse and experiences beyond individual readings and assignments to extend students' development and application of content …

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Community Health Workers In Schools: Suggestions For Special Education 24 And Teacher Education Programs, Eric J. López, Oscar J. Muñoz, Eva Menchaca-López Mar 2026

Community Health Workers In Schools: Suggestions For Special Education 24 And Teacher Education Programs, Eric J. López, Oscar J. Muñoz, Eva Menchaca-López

Teacher Education Journal of South Carolina

The following article will discuss the increase in the under-identification of special education students from culturally and linguistically diverse communities. A model is recommended that incorporates the use of community health workers, the skills and knowledge of culturally responsive practices and developing trusted relationships in assisting members from diverse communities to be informed about special education and special education services. Suggestions for training and teacher education programs are discussed.

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An Investigation Of Diversity In Education: 30 Perspectives Of Undergraduate Pre-Service Educators, Tracey Hunter-Doniger, Barnie Howell, Hannah Baker, Olivia Ladines, Jay Scott, Izzy Smith, Kinandah Williams, Dennis Wright Mar 2026

An Investigation Of Diversity In Education: 30 Perspectives Of Undergraduate Pre-Service Educators, Tracey Hunter-Doniger, Barnie Howell, Hannah Baker, Olivia Ladines, Jay Scott, Izzy Smith, Kinandah Williams, Dennis Wright

Teacher Education Journal of South Carolina

This paper discusses the diversity in education through the perspectives of undergraduate pre-service educators at a Southeastern University in the United States. These preservice teachers investigated the disparities in the public education system, such as diversity, White supremacy, and classroom environment. This paper provides a comprehensive overview, and some possible solutions to reform education, to make it more equitable to all students. The pre-service teachers' voices are highlighted throughout the paper to bring in the rich discussions that continued throughout the research study.

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Expert Roles Reconsidered: What Was Learned About The Mentor/Intern 4 Experience During A Global Pandemic, Courtney Clayton, Kristina Peck, Christy Irish, Melissa Wells, Janine Davis Mar 2026

Expert Roles Reconsidered: What Was Learned About The Mentor/Intern 4 Experience During A Global Pandemic, Courtney Clayton, Kristina Peck, Christy Irish, Melissa Wells, Janine Davis

Teacher Education Journal of South Carolina

In the early months of 2020, the United States was hit with a pandemic of global proportions. Schools, including universities, were forced to close all on-campus activities. The campus where we teach was no exception. Therefore, our interns (student teachers) went from face-to-face classroom internships to virtual internships. Over the summer, we decided to examine how virtual instruction impacted our interns' year of student teaching, knowing that instruction at all schools for their internship year was going to start virtually, and, for the foreseeable future, be virtual. We focused on our mentor teachers' perceptions of what their interns were experiencing …

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Full Issue: Volume 15, Number 2, Summer 2022, Judith Collazo, Christine Leblanc, Timothy Lintner Mar 2026

Full Issue: Volume 15, Number 2, Summer 2022, Judith Collazo, Christine Leblanc, Timothy Lintner

Teacher Education Journal of South Carolina

This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.

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Engaging The In-Person Student Online: Modifying Courses For Covid-19, Jennifer Zakrzewski Mar 2026

Engaging The In-Person Student Online: Modifying Courses For Covid-19, Jennifer Zakrzewski

Teacher Education Journal of South Carolina

In the Spring of 2020, the COVID-19 pandemic began causing a frenzy as faculty members turned their in-person courses into online courses overnight. Since the Spring of 2020, many faculty members have been asked to teach their in-person courses online due to the continued COVID-19 pandemic. However, many faculty members may feel ill equipped to teach their courses online. This article provides simple and quick solutions for faculty members to implement to support in-person students in an online course.

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Roadblocks To Retention In Teacher Education Programs, Tamara Pack, Tod Kenney, Carol Hoyle Mar 2026

Roadblocks To Retention In Teacher Education Programs, Tamara Pack, Tod Kenney, Carol Hoyle

Teacher Education Journal of South Carolina

This study reviewed student performance outcomes of two cohorts of preservice teacher candidates to identify the factors that contribute to attrition in a university teacher preparation program. A quantitative analysis of Grade Point Averages (GPAs) suggests that low grades in general education courses may negatively impact a candidate’s self-efficacy towards completing the high stakes testing requirement of the Praxis Core exam and therefore serve as early indicators. Proactive measures to address systemic roadblocks are shared.

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The Role Of Syntax In North Carolina's Science Of Reading Policies, Melissa Wren Mar 2026

The Role Of Syntax In North Carolina's Science Of Reading Policies, Melissa Wren

Teacher Education Journal of South Carolina

The purpose of this paper is to explain how a rich understanding of syntax has the potential to contribute to teacher agency within Science of Reading policies. This paper begins with a discussion of the relationship between the Science of Reading and North Carolina’s Excellent Schools Act of 2021. Next, existing literature related to syntax and literacy theories is discussed. This section is followed by an examination of how syntax is represented in competencies for preservice teachers and elementary students in North Carolina. After that, evidence-based practices to support syntax are explained. Finally, a discussion of how stakeholders may juxtapose …

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