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Bibliografias temáticas / Teacher education

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Literatura científica selecionada sobre o tema "Teacher education"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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Artigos de revistas sobre o assunto "Teacher education"

1

N N, Bindhu, and A. Jahitha Begum. "Educational Cognitive Science and Teacher Education." International Journal of Science and Research (IJSR) 10, no. 9 (2021): 167–71. https://doi.org/10.21275/sr21904121615.

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Silva, Américo Junior Nunes da, Rafaela Laranjeira Silva, and Ricardo Fabrizio da Rocha Ribas. "The Mathematics Education Laboratory and Teacher Training: What Do Future Teachers Reveal?" Núcleo do Conhecimento 03, no. 01 (2024): 70–106. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/education-laboratory.

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This article, resulting from a qualitative investigation and a case study, aimed to understand the conceptions of future Mathematics teachers regarding the Mathematics Education Laboratory (LEM), as well as the reflections of the activities developed in this space for the improvement of initial training and for classroom practice. The study involved 28 students from the Mathematics Teaching Degree Program at Campus IX of the State University of Bahia and a professor associated with the course since its creation. Data production instruments used included documents provided by the Núcleo

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Kurth, Jennifer, and Jean Ann Foley. "Reframing Teacher Education: Preparing Teachers for Inclusive Education." Inclusion 2, no. 4 (2014): 286–300. http://dx.doi.org/10.1352/2326-6988-2.4.286.

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Abstract Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher prepara

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Liston, Daniel P. "Teachers’ Work and Teacher Education." Review of Education 12, no. 2 (1986): 93–98. http://dx.doi.org/10.1080/0098559860120203.

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Lacina, Jan, and Robin Griffith. "Valuing Teachers-and Teacher Education." Reading Teacher 72, no. 4 (2018): 421–22. http://dx.doi.org/10.1002/trtr.1779.

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Bajaj, Preeti, Mrunal Suresh Patil, and Balaji Almale. "Microteaching in Medical Education." MVP Journal of Medical Sciences 1, no. 2 (2014): 84. http://dx.doi.org/10.18311/mvpjms/2014/v1/i2/822.

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Medical teachers need training in pedagogic techniques in order to become better teachers. Despite the fact that our teaching techniques improve gradually over the years as we gain experience and also owing to continuous practice undertaken for different kinds of teaching learning situations; nevertheless educational technology has evolved ways and means for better development of teaching skills even at earlier stages by undertaking some methodical exercises, one of which is Microteaching. Microteaching, an innovative technique of teacher training, helps teachers to improve their teaching skil

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Nougaret, André A., Thomas E. Scruggs, and Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, no. 3 (2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.

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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency p

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Passow, A. Harry. "Recognizing Excellence in Education: Teachers and Teacher Education." Educational Forum 57, no. 3 (1993): 284–93. http://dx.doi.org/10.1080/00131729309335428.

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Baek, Jun-Hyung, and Sung-Jun Yoon. "Exploring physical education teacher education strategies for technology-integrated physical education." Korean Society for Holistic Convergence Education 28, no. 4 (2024): 139–57. http://dx.doi.org/10.35184/kshce.2024.28.4.139.

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The purpose of this study was to explore and suggest teacher education strategies that train physical education (PE) teachers effectively integrate technology into their teaching. To achieve this, the study first analyzed the various barriers that PE teachers may face when applying technology in PE settings. Next, strategies to overcome these obstacles were thoroughly examined from the perspective of teacher educators. Finally, the study suggested systematic and practical teacher education strategies aimed at developing teachers who are capable of implementing technology into PE class. The bar

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Farrell, Thomas S. C. "TESOL Teacher Education." Second Language Teacher Education 3, no. 1 (2024): 1–19. http://dx.doi.org/10.1558/slte.29437.

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Most language teacher educators assume that what they provide to their pre-service ESL teachers will help them transition smoothly into the real school setting, yet we also have evidence that some novice TESOL teachers may be struggling when trying to implement what they have learned in their TESOL teacher education once they begin teaching in their first years. In addition, most early-career TESOL teachers are abandoned once they graduate from their TESOL teacher education programs and left to survive on their own, and/or with the help of school appointed mentors, induction programs or other

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Teses / dissertações sobre o assunto "Teacher education"

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Swortzel, Kirk A. "Agriculture Teacher Education: A Profile of Preservice Teacher Education Students, Teacher Educators, and Departments and Programs that Prepare Agricultural Education Teachers /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935125880847.

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Biggs, Amy M. "Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

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Blosser, Carrie Terrell. "Educating tomorrow's teachers: Re-searching literacy teacher education in diverse settings /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945744573832.

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4

Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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<p> This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples

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Weatherwax, Amanda Luke. "Becoming Teacher: How Teacher Subjects Are Made and Remade in Little Turtle High School's Teacher Academy." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1271103334.

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Briggs, Jane E. "Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218574016.

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Law, Barry Alan. "Experiential education in teacher education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1993. http://hdl.handle.net/10092/2356.

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Educators using an Experiential approach to teaching and learning have over a long period of time been promoting the benefits of this style of teaching. Research based on the practical experience of educators using this approach in the United States has indicated that; - pupils/students tend to have a much more positive relationship with teachers and are more interested in what they're learning; the learning environment is considered safe and is learner-centred; - the teacher / facilitators role is much more complex and requires individuals to be able to move quickly between three different mo

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Longfield, Judith. "Learning to teach teachers an ethnographic study of novice teacher education instructors /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3206871.

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Thesis (Ph.D.)--Indiana University, Dept. of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0081. Advisers: Mary B. McMullen; Jesse Goodman. "Title from dissertation home page (viewed Feb. 8, 2007)."

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Pettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.

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Daytner, Gary Thomas. "The decision to teach and the development of perceived competence and teacher efficacy among teacher candidates." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3183920.

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Livros sobre o assunto "Teacher education"

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Margo, Okazawa-Rey, Anderson James, and Traver Rob, eds. Teaching, teachers & teacher education. Harvard Educational Review, 1987.

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2

1939-, Watson Keith, Modgil Celia, and Modgil Sohan, eds. Teachers, teacher education, and training. Cassell, 1997.

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Brandenburg, Robyn, Sharon McDonough, Jenene Burke, and Simone White, eds. Teacher Education. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9.

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Nath, Panda Bhujendra, Tewari A. D. 1957-, and Indian Association of Teacher Educators. Conference, eds. Teacher education. A.P.H. Pub. Corp., 1997.

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5

Prakasha, G. S., and Anthony Kenneth. Teacher Education. Routledge India, 2023. http://dx.doi.org/10.4324/9781003253242.

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Billitteri, Thomas J. Teacher Education. CQ Press, 1997. http://dx.doi.org/10.4135/cqresrre19971017.

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Richard, Milner H., ed. Diversity and education: Teachers, teaching, and teacher education. Charles C. Thomas, Pub., 2008.

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8

Singh, L. C. Teacher Education and the Teacher. Vikas, 1996.

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9

Elliott, John, Dip. Phil. Ed., ed. Reconstructing teacher education: Teacher development. Falmer Press, 1993.

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10

Wyatt-Smith, Claire, Lenore Adie, Michele Haynes, and Chantelle Day. Professionalizing Teacher Education. Routledge, 2022. http://dx.doi.org/10.4324/9780429318504.

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Capítulos de livros sobre o assunto "Teacher education"

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Amarathithada, Varadune, Maaly Vorabouth, and Richard Noonan. "Teachers and Teacher Education." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_7.

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2

Demant-Poort, Lars, and Eyvind Elstad. "Teacher Education in Greenland." In Evaluating Education: Normative Systems and Institutional Practices. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_10.

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AbstractGreenland, the world’s largest island, has more than 50 settlements and towns scattered along the coastline, from Siorapaluk in the very north to Aappilatoq more than 2.100 km further south. The vast distances between settlements pose logistical challenges for both schools and for teacher education. Greenland has immense social problems; many children grow up in homes with alcoholism, abuse and violence. The cultural distance between pupils and schooling is often also an issue. Many school-related challenges concern schools’ management, and teachers’ competencies. Teacher shortage, esp

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Toom, Auli, and Jukka Husu. "Research-based Teacher Education Curriculum Supporting Student Teacher Learning." In Coherence in European Teacher Education. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_10.

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AbstractCoherent research-based teacher education curriculum is of vital importance when educating student teachers for the teaching profession in the academic university context. It is essential that the characteristics and complexities of teachers’ work are comprehensively taken into account in the curriculum. At the same time, the curriculum needs to prepare student teachers to learn an inquiring orientation towards teachers’ work. It is essential that student teacher learning is at the core of teacher education programmes. This means that teacher education should have a clear research-base

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Harber, Clive. "Teacher Education." In Schooling in Sub-Saharan Africa. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57382-3_5.

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Jones, Stephanie, and James F. Woglom. "Teacher Education." In On Mutant Pedagogies. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-744-3_3.

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Fehring, Heather, and Susan Rodrigues. "Teacher Education." In Handbook for Teacher Educators. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-695-0_9.

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Becher, Ayelet. "Teacher Education." In Philosophy with Children and Teacher Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003212737-3.

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Schroth, Stephen T., and Jason A. Helfer. "Teacher Education." In Developing Teacher Diversity in Early Childhood and Elementary Education. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59180-7_2.

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Quinto, Edward Jay M., and Sterling M. Plata. "Teacher Education." In Philippine English. Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-31.

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Chen, Junjun, Yingxiu Li, Lan Yang, and Wendan Xu. "Teacher Emotions Do Predict Teacher Effectiveness: Empirical Evidence from Chinese Teachers." In Positive Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5571-8_8.

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Trabalhos de conferências sobre o assunto "Teacher education"

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Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.

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This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cult

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Erdmanis, Rihards, and Ivans Jānis Mihailovs. "Teacher as a Subject of Law in Legal Education Relationship." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.22.

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In Latvia, the essential legal aspects of the teacher’s professional activity have been little studied. In short, the relevance of the research and practical nature is not negative. Taking into account several difficult cases in the practice of educational institutions, as well as some legal proceedings in which teachers, educators and parents were involved, it follows from discussions about how the work of teachers, its content, rights, duties, and responsibilities both before and the Covid-19 pandemic are relevant. Although in Latvia, the number of teachers in general education schools has d

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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs th

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Anđelković, Slađana, Maja Vračar, and Ilija Lazić. "Initial education of geography teachers and professional development: The way to sustainable education." In Zbornik radova – VI Kongres geografa Srbije sa medunarodnim ucešcem. University of Belgrade - Faculty of Geography, Belgrade, 2024. http://dx.doi.org/10.5937/kongef24068a.

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The paper discusses the issue of professional development of geography teachers which involves changes in the existing concept of teacher's competences, starting from quality initial education of the teacher, continuous (formal and informal) education as well as self-evaluation and self-reflection about the teaching experience and the teacher's professional development, which create a unified system. Starting from the concept of education for sustainable development, as well as the changes caused by the implementation of this concept on the field of education, together with the results of rese

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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the an

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Kurtz da Silva, Fabiana Diniz, Anderson Amaral de Oliveira, and Josei Fernandes Pereira. "Cyberculture in Teacher Education: A Southern Brazilian Experience in Integrating Digital Culture Across and Beyond Curriculum." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.005.

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Abstract Complexity inherent to educational innovation must be aligned with structural changes on information and communication technologies (ICT) to accommodate intellectual and critical thinking development. Based on that scenario, the authors understand that not only ICT must be part of the educational sphere, but also the digital culture itself should be included in pedagogical concepts and practices. The teacher’s role and the ability to respond to unpredictable situations in everyday educational situations depend on ICT integration. This study proposes a two-pronged experience report to

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Aboltina, Liga, and Ineta Helmane. "In-Service Teachers’ Education Field Preferences in their Final Papers." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.04.

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Education is essential to keep up with the constantly developing world. The quality of education systems relies heavily on teachers. Teachers need training, resources and support to do their jobs effectively. It is crucial to train and recruit qualified teachers to ensure the success of the education system. In Latvia, the necessities for the professional development of teachers are determined by the Education Development Guidelines 2021–2027. The article analyses theoretical materials concerning the essence of in-service teacher training. Within the framework of in-service teacher training im

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SKORYK, Tamara, and Antonina MINENOK. "Formation of professional success of the future art teacher." In International Congress "Research – Innovation – Innovative Entrepreneurship". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.17-18-05-2024.p113-117.

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The stages of development of the theory and practice of professional success of the future teacher in higher education institutions of Ukraine in the second half of the 20th - beginning of the 21st century are considered. The essence and content characteristics of the professional success of the future art teacher are revealed. The author's definition of a teacher's professional success as a metaconstruct of professional activity and an integral characteristic of a teacher, which is determined by external and internal factors, is proposed. Organizational and pedagogical conditions, technologie

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Motsoeneng, Molefi. "THE EFFECTS OF TEACHER EDUCATION ON TECHNICAL VOCATIONAL EDUCATION AND TRAINING COLLEGE LECTURERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end082.

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"The aim of this paper is to analyse teacher training with regard to Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) by universities in South Africa. The universities’ training of teachers does not cater for Technical Vocational Education and Training (TVET) college lecturers, who are thus required to teach courses in which they are not competent. At the beginning of democracy in South Africa, reform of teacher education was initiated. This reform was followed by a closure of the teacher training colleges which therefore shifted the responsibility for training of future teachers

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Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson, and Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

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This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design

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Relatórios de organizações sobre o assunto "Teacher education"

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Sinsay-Villanueva, Leih Maruss, Glenda Darlene Garcia, Valerie Lim, et al. Quality Education Starting with Teacher Education. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.04.

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Teacher education and development in the Philippines face serious challenges, including underperforming teacher education institutions (TEIs), inadequate and often misguided professional development systems, and an unclear career progression track. A particular concern is the persistently low average passing rates in the Licensure Examination for Teachers (LET), indicating that underperforming TEIs dominate teacher production, crowding out graduates from better-performing TEIs. This study investigates the pre-service aspect of teacher quality, aiming to determine the indicators of quality in t

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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes

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Byrd, H., and R. Jennings. Retraining Institute in Teacher Education. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/7234176.

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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel

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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1498.

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Ruben, Barbara. Nurturing the Development of Teacher Change Agents Within a Teacher Education Program. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1990.

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Byrd, H. B., and R. Jennings. Retraining Institute in Teacher Education. Final report. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/10167997.

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Blimpo, Moussa P., and Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical

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Yun, Cathy, and Julie Fitz. Humanizing teacher preparation: Claremont Graduate University’s teacher residency. Learning Policy Institute, 2025. https://doi.org/10.54300/338.812.

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In this report, we present a case study of the Claremont Graduate University Teacher Education Program that is guided by the following overarching question: How do successful residencies do their work? This case is part of a larger multiple-case study of five California teacher residency programs across four different institutions of higher education, with each case study conducted with the goal of documenting the details of program infrastructure; program design; recruitment strategies; resident, mentor teacher, and graduate supports; partnership; leadership; and financial sustainability. By

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