Cultivating Expertise and Equity: The Impact of Practitioner Journals on Preservice Teacher Knowledge

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 1
  In Roundtable Session: Charting New Pathways in Preservice Teacher Education

Abstract

This exploratory sequential mixed methods study examined how research dissemination formats, practitioner journal articles, informational videos, and textbook chapters shape preservice teachers’ learning and perceptions of high-leverage practices. Seventy-eight participants were randomly assigned one format focused on instructional feedback, a foundational evidence-based strategy. While knowledge acquisition did not significantly differ across groups, perceptions of quality varied significantly, with practitioner-friendly formats rated higher in relevance and accessibility. Focus group data revealed how preservice teachers evaluated trust, clarity, and applicability when engaging with research. This study contributes to cultivating inclusive, practice-ready educators by reimagining coursework as fertile ground for liberatory preparation. Findings support the strategic integration of accessible, high-quality dissemination tools to honor the diverse learning needs and lived experiences of future teachers.

Authors

• Allie J. Boquet, Louisiana State University

• Renee Lastrapes, University of Houston - Clear Lake

• Paul Mooney, Louisiana State University