2023, Volume 32, Issue 2


Bridging Gaps in the System: Project PREPís Transformative Approach to Educator Development (PDF)
Burns et al

Dialoging About Dialogic Reading: A Lesson Study Approach for Teacher Candidates (PDF)

Transformative Teacher Preparation through Paid Yearlong Residencies: Program Design to Implementation (PDF)
Greathouse and Dobbins

Utilizing a Constructivist Approach within a Methods Course to Reduce Preservice Teachers Mathematics Anxiety (PDF)

Self-Evaluative Questions for Lesson Plans (PDF)
Johnson and Kane

Mapping Improvement at the Speed of GPS: One Educator Preparation Programís Experience with Improvement Science during the Pandemic (PDF)

Teacher Research as a Tool for Teacher Professional Learning and Development (PDF)
Leaman and DiLucchio

Strengthening Critical Conversations in the Teacher Residency: Mentor Professional Development (PDF)
Reinhardt et al

COVID-19 Effects on Incoming College Students: How Can We Support Them? (PDF)

The SRATE Journal is a peer-reviewed publication of the Southeastern Regional Association of Teacher Educators. The mission of the SRATE Journal is dissemination of scholarship and research related to the profession of teaching with an emphasis on teacher preparation. Points of view are those of the author and are not necessarily reflective of the association or journal editors. Authors are responsible for the accuracy of information and legal use of all materials within their manuscripts.