Sage Education

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In this edition of JTE Insider, we are joined by Niral Shah of University of Washington (USA) and Justin Coles of Fordham University (USA). They are the authors of the article entitled "Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations." The article is published in the November/December 2020 issue of JTE.

In this edition of JTE Insider, we are joined by Amanda Sawyer of James Madison University (USA), Katie Dredger of James Madison University (USA), and Joy Myers of James Madison University (USA). They are the authors of the article entitled "Developing Teachers as Critical Curators: Investigating Elementary Preservice Teachers' Inspirations for Lesson Planning." The article is published in the November/December 2020 issue of JTE.

In this edition of JTE Insider, we are joined by Dana Grosser-Clarkson of University of Maryland College Park (USA) and Michael A. Neel of Vanderbilt University (USA). They are the authors of the article entitled "Contrast, Commonality, and a Call for Clarity: A Review of the Use of Core Practices in Teacher Education." The article is published in the September/October 2020 issue of JTE.

In this edition of JTE Insider, we are joined by Charles Keck of El Colegio de la Frontera Sur (Mexico). He is the author of the article entitled "The Question Teacher and the Case for a Therapeutic Turn Within Teacher Education." The article is published in the September/October 2020 issue of JTE.

In this edition of JTE Insider, we are joined by Christine Baron from Columbia University (United States) and Sherri Sklarwitz from Tufts University (United States). They are two of the authors of the article entitled "What Teachers Retain From Historic Site-Based Professional Development." The article is published in the September/October 2020 issue of JTE.

In this edition of JTE Insider, we are joined by Terrenda White from University of Colorado Boulder (United States). She is one of the authors of the article entitled "Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity." The article is published in the September/October 2020 issue of JTE.

In this edition of JTE Insider, we are joined by Dr. Loraine McKay and Heather Manning from Griffith University (Australia). They are the authors of the article entitled "Do I Belong in the Profession? The Cost of Fitting In As a Preservice Teacher With a Passion for Social Justice" The article is published in the September/October 2019 issue of JTE.

Dr. Loraine McKay is a senior lecturer at Griffith University. She teaches into the Bachelor of Education program. She is currently First Year Coordinator in the Bachelor of Education program and Professional Experience Individual Case Coordinator. Loraine's research interests align strongly with her passion for teaching. She was a classroom teacher for over twenty years in the primary education sector before leaving teaching to complete her doctoral studies. Her current research centers on developing teacher identity, efficacy and resilience in preservice teachers. Loraine is particularly interested in preparing teachers to work in inclusive classrooms. She uses collage and photo elicitation to explore the affective dimension of teaching and engagement in learning.

Heather Manning is a PhD candidate in the School of Education and Professional studies at Griffith University. Her research focus combines active learning for engagement of diverse students and teachers' pedagogical agency around the use of movement in their classroom. As a sessional academic, she works with pre-service teachers in the areas of learner development and diversity, professional experience and arts education. Heather has previously worked as a classroom teacher with children aged 5-8, and in learning support roles in school and the private sector.

Gia Claybrooks interviews Leah Faw on her article co-authored with Huriya Jabbar entitled, "Poor Choices: The Sociopolitical Context of 'Grant Theft Education'."