TeachingWorks working papers are published manuscripts that focus on the professional training of teachers. They involve analysis of data or literature and reflect “good thinking” – clear, systematic interrogation of issues critical to the field of teacher training.

These working papers are circulated to promote discussion.  As such they are freely available to a broad audience interested in the study and improvement of ideas and practices in teacher education.

We invite papers from a wide range of authors, including researchers, practitioners, and policy makers, as well as those involved in the design and provision of teacher training programs and materials. Papers may address questions as varied as the following:

  • The demands of beginning teaching
  • Approaches to training novices in specific teaching practices and competencies
  • Settings for learning to teach, including opportunities to practice teaching in real and simulated situations
  • Strategies for helping novice teachers learn to teach equitably and ambitiously
  • The content preparation necessary for responsible practice

All TeachingWorks working papers are subject to a blind review process that focuses on the relevance of the proposed work to pressing problems in teacher education, the transparency and relevance of the methods to the questions asked, as well as the quality of the writing.  All submissions should be original.

Although these are working papers, they reflect sophisticated, if emergent, ideas and research, and thus should contain well-developed arguments that can broadly appeal to stakeholders in teacher education.

To submit a paper, or for more information, please email workingpapers@umich.edu. Detailed submissions guidelines are available here.

Working Papers Repository:

Author Title Date Keywords  

Chandra L. Alston

Moving Toward Coherence: The Danger of Dichotomies and Nurturing Nuance in Teacher Education

August 2016

inclusive teaching; innovation and policy in teacher education; teaching and teacher education; preservice teacher education coursework

Abstract ▼

Hilary Conklin

Listening to Students and Using Content as a Resource in Democratic, Justice-Oriented Social Studies

June 2019

social studies; teaching and teacher education in the content areas; democratic classroom practice; social justice teaching

Abstract ▼

Elizabeth A. Davis, Timothy Boerst

Designing Elementary Teacher Education to Prepare Well-Started Beginners

March 2014

teacher educators learning and practice; teaching and teacher education; practice-based teacher education; innovation and design in teacher education

Abstract ▼

Leslie Fenwick

Teacher Preparation Innovation and Historically Black Colleges and Universities (HBCUs)

January 2016

restructuring teacher preparation programs, equity, teacher diversity, HBCUs

Abstract ▼

Michael Feuer

Teacher Preparation: Evaluation and Consequences

August 2015

education policy and politics, teaching and teacher education, innovation and policy in teacher education, testing, accountability, and data use

Abstract ▼

Kendra Hearn and Kiel McQueen

Conceptualizing Third Spaces in University Sponsored Alternate Route Teacher Education Programs

June 2016

alternative routes of teacher education; teacher learning; urban education; teaching and teacher education

Abstract ▼

Tyrone C. Howard

Relationships & Learning: Keys to Academic Succe

April 2017

trauma-Informed practice; teacher learning; inclusive teaching; multicultural education

Abstract ▼

Cara Jackson

Urban Teacher Center’s Formative Assessments for Developing Teachers

December 2014

alternative routes of teacher education; innovation and policy in teacher education; preservice teacher education coursework; teacher residency programs

Abstract ▼

Valerie Kinloch

Necessary Disruptions: Examining Justice, Engagement, and Humanizing Approaches to Teaching and Teac

July 2018

social justice teaching; culture, power, and justice; teaching and teacher education; education and place, space, and time

Abstract ▼

Jennifer M. Langer-Osuna

Leading a Group Discussion: Authority, Positioning, and Learning in Problem-Based Mathematics Classr

March 2017

authority and power in the classroom; equity; identity; mathematics

Abstract ▼

Carol D. Lee

Generative problems of practice:  Doing the Dialogic Dance

August 2019

curriculum: culture and commentary; teacher knowledge; multicultural education; teaching and teacher education

Abstract ▼

J. Sharif Matthews

On Mindset and Practices for Re-Integrating “Belonging” into Mathematics Instruction

February 2018

inclusive teaching; culture, power, and justice; mathematics; learning and motivation in social and cultural contexts

Abstract ▼

sj Miller

Embedding the Complexities of Gender Identity through a Pedagogy of Refusal: Learning the Body as Li

February 2018

gender identity; social justice teaching; embodied literacy; microsanctuaries

Abstract ▼

H. Richard Milner IV

Constructing Societal Curriculum Sites and Instructional Practices that Elicit Student Thinking abou

November 2016

race; racism; equity; teacher learning

Abstract ▼

Theresa Montaño, Maria Elena Cruz

Undoing Negativity and Deficit Racial Narratives in Preservice Teacher Education at a Hispanic Servi

May 2018

ethic studies; multicultural education; teaching and teacher education; innovation and policy in teacher education

Abstract ▼

Jennifer Mulhern, Patrick Byrnett

Supporting and Assessing First-Year Teachers

April 2015

innovation and policy in teacher education; alternative routes of teacher education; preservice teacher education coursework; teacher learning

Abstract ▼

Sonia Nieto

On Becoming Sociocultural Mediators

August 2017

social context of education; social justice teaching; teacher learning; learning environments

Abstract ▼

Mikkaka Overstreet

Kids, Content, Culture and other /k/ Words: The Role of Early Literacy Instruction in Disrupting Rac

March 2019

preservice teacher education coursework; social justice teaching; teaching and teacher education; literacy

Abstract ▼

Django Paris

On Educating Culturally Sustaining Teachers

May 2016

inclusive teaching; racism; equity; culture, power, and justice

Abstract ▼

Bree Picower, Casey Doyle

From Roots to Leaves: The Process of Developing Educators who Embed Social Justice into the Curricul

July 2017

social justice teaching; teaching and teacher education; elementary education

Abstract ▼

Christine Pintz

Learning from Other Fields: Program Accountability in Nursing Education

August 2015

accountability in schools, learning in the professions, teaching and teacher education, teacher learning

Abstract ▼

Abby Reisman

Teacher Knowledge for the Disruption of Oppression in History Classrooms: Navigating Decision-Moment

July 2019

social studies; teaching and teacher education in the content areas; teacher knowledge; culture, power, and justice

Abstract ▼

Beth C. Rubin

“There’s still not justice” Challenging, structuring and re-creating social studies content to disru

March 2019

social studies; curriculum: policies and politics; race, civic learning, and identity

Abstract ▼

Christine Sleeter

Designing Lessons and Lesson Sequences with a Focus on Ethnic Studies or Culturally Responsive Curri

November 2017

ethnic studies; curriculum and instruction; teacher learning; innovation and policy in teacher education

Abstract ▼

José Luis Vilson

Math As An Activism

March 2017

authority and power in the classroom; curriculum: culture, and commentary; inclusive teaching; mathematics

Abstract ▼

Camille M. Wilson

Imagining and Enacting Inclusive Teaching as Liberatory Praxis In a Politically Divisive Era

August 2017

social context and structural inequality; social justice teaching; instructional practices; culture, power, and justice

Abstract ▼

Maisha T. Winn

Transforming Justice. Transforming Teacher Education.

February 2016

teaching and teacher education; equity; culture, power, and justice

Abstract ▼

Maisha T. Winn

Paradigm Shifting Toward Justice in Teacher Education

March 2019

teaching and teacher education; equity; culture, power, and justice

Abstract ▼