TESE: The journal of CEC’s Teacher Education Division

New in TESE! Broda et al. (2025) identify three distinct teacher-student relationship profiles and share the importance of both effective practice delivery and relationship quality for students with or at risk for EBD in early childhood settings.

🔗 Read the full article: doi.org/10.1177/0888...

A Meta-Analysis of Performance Feedback as an Evidence-Based Practice in Special Education Teacher Preparation - Serife Balikci, Emrah Gulboy, Marcia L. Rock, Salih Rakap, 2025 This meta-analysis systematically examines the evidence supporting the effectiveness of performance feedback as an evidence-based practice in the training of pr...

New in TESE! Balikci et al. (2025) complete a meta-analysis with risk of bias assessment (Reichow et al., 2018) on single case educational research (SCER). Performance Feedback (PF) for preservice teachers is confirmed as an EBP.

Read full article: doi.org/10.1177/0888... @ted-cec.bsky.social

Special Education Teacher Educators’ Focus on Emergent Multilingual Learners in Preservice Literacy Courses - Alexandra Shelton, Erin Hogan, Yang Fu, 2025 Many special education teachers (SETs) report feeling unprepared to meet the language and literacy needs of emergent multilingual learners (EMLs). As such, it i...

New from TESE! Shelton et al. share how well teacher educators are preparing candidates to support emergent multilingual learners (EMLs) in literacy instruction. Findings show a limited focus—and a call for change! 🔗 Read here: doi.org/10.1177/0888... @ted-kaleidoscope.bsky.social

eCoaching as an Alternative to Traditional Supervision: Practices and Perspectives From University Supervisors - Kelley Regan, Margaret P. Weiss, Kristen Merrill O’Brien, 2025 Internship is a culminating student teaching experience traditionally involving sustained mentorship in the classroom of an experienced mentor teacher with some...

New in TESE! Regan et al. explore eCoaching—a flexible, tech-based alternative to traditional supervision for special education interns. Findings show it boosts mentorship, feedback, and growth for provisionally licensed teachers. 🔗https://doi.org/10.1177/08884064241311630 🔗https://tedcec.org

Time Is Not on Their Side: How Mentor Teachers’ Working Conditions Shape Candidates’ Development and Intent to Teach - David J. Peyton, Hannah Morris Mathews, Elizabeth Bettini, Kristen Merrill O’Brie... Student teaching is a powerful formative experience for special education teacher candidates. Crucial to candidate success in student teaching is the effectiven...

New research alert! David Peyton and colleagues show how mentor teachers’ working conditions—especially planning time and collaboration—shape teacher candidates’ development and intent to teach. Essential insights for strengthening special education teacher prep!🔗 doi.org/10.1177/0888... tedcec.org

New editorial vision for TESE! The new editors (Bettini, Rodgers, & Scott) aim to: ✅ Advance intersectional equity ✅ Build interdisciplinary connections & ✅ Strengthen policy impact/author support. doi.org/10.1177/0888...; tedcec.org @cec-ted-policy.bsky.social @ted-kaleidoscope.bsky.social