In Event: AERA Virtual Poster Session

Division K - Teaching and Teacher Education / Division K - Section 04: Transformative Justice in Teacher Education

Exploring Culturally Responsive Classroom Management Self-Efficacy and Social Justice Beliefs Among Teacher-Residents - Kamontá Heidelburg, Ohio State University; Erin Kearney, University at Buffalo - SUNY; Amanda Winkelsas, University at Buffalo - SUNY; Halley A. Maza, University at Buffalo - SUNY; Suzanne N. Rosenblith, University at Buffalo - SUNY; Julie Gorlewski, University at Buffalo - SUNY; Elisabeth Etopio, University at Buffalo - SUNY

Invisible Barriers to Diversifying the Teacher Pipeline: An Examination of Racial Gatekeepers in Teacher Education - Ruchi Agarwal-Rangnath, University of San Francisco; Rick Ayers, University of San Francisco

A Multiple-Case Study of Teachers' Assessment Practices in Content and Language Integrated Learning Programs - Jieting Jerry Xin, The University of Hong Kong; Jiajia Eve Liu, City University of Macau; Yuen Yi Lo, University of Hong Kong

Anticipating the Future: Creating Best Practices in Virtual Learning for Secondary Learners With Severe Autism Spectrum Disorder - Tamara Lee Jacobson, Baylor University

Pedagogical Strategies to Inspire Teachers to Teach All: How to Change Teachers' Perceptions of Students From Being a Problem to Having a Problem - Hyun Uk Kim, Eastern Oregon University

Preservice Teachers' Attitudes and Beliefs About Educational Theories - Stefan T. Siegel, University of St. Gallen; Martin Daumiller, University of Augsburg

Preservice Teachers' Experiences of Learning How to Teach While Working as Long-Term Substitute Teachers - Elizabeth Xeng de los Santos, University of Nevada - Reno; Jessica Gallo, University of Nevada - Reno

Teaching Toward Big Ideas: An Empirical Study of Preservice Biology Teachers' Teaching Improvement - Chunlei Zhang, East China Normal University; Lanting Hong, East China Normal University; Qiutong Liu, East China Normal University; Rulan Si, East China Normal University

The Development of Technological Pedagogical Content Knowledge Through Differentiated Instruction - Peichang He, University of Hong Kong; Weijun Liang; Yuen Yi Lo, University of Hong Kong

Understanding Teacher-Researcher Identity Exploration in Course-Based Undergraduate Research Experiences - Wenxin Guo, East China Normal University; Xuemin Wang; Bian Wu, East China Normal University

Examining Preservice Teachers' Perceptions Toward Translanguaging, Their Language Ideologies, and Self-Efficacy in Educating Emergent Bilinguals - Grace Lee, University of Houston; Jie Zhang, University of Houston

Undergraduate Latinas Along the Teacher Education Pipeline - Claudia Diera, California State University - Los Angeles

Will Teachers Stay? Teachers' Intentions to Remain in Teaching During the Pandemic - Trevor Leutscher, National Institute for Excellence in Teaching; Tanee Hudgens, National Institute for Excellence in Teaching; Handrea A. Logis, National Institute for Excellence in Teaching; Marina Serdiouk, National Institute for Excellence in Teaching; Joshua H. Barnett, National Institute for Excellence in Teaching

Nuancing Teacher Education for Inclusion: An Inquiry Into the Purposes and Practices of Dual Certification - Joyce M. Gomez-Najarro, California State University - Fullerton; Marleen Carol Pugach, University of Wisconsin - Milwaukee; Linda P. Blanton, Florida International University

Undocumented Young Women Confronting Gendered and Racialized Illegality in School: Implications for Unafraid Educators - Rocío Sánchez Ares, Tufts University