Teacher education in practice: Reconciling practices and theories in the United States context

Elizabeth B. Kozleski, Taucia Gonzalez, Laura Atkinson, Cynthia Mruczek, Lisa Lacy

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation.

Original languageEnglish (US)
Pages (from-to)156-172
Number of pages17
JournalEuropean Journal of Special Needs Education
Issue number2
StatePublished - May 2013
Externally publishedYes


  • culture practices
  • inclusive education
  • teacher collaboration
  • teacher education
  • teacher learning
  • teacher practice

ASJC Scopus subject areas

  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology


Dive into the research topics of 'Teacher education in practice: Reconciling practices and theories in the United States context'. Together they form a unique fingerprint.

Cite this