A Lin Goodwin
Biographic Data
| ID | 1604409 |
|---|---|
| NAME | A Lin Goodwin |
| GIVEN NAMES | A Lin |
| FAMILY NAME | Goodwin |
| SIGNATURE | GOODWIN A L |
| AFFILIATIONS | Teachers College, Columbia University |
| ORCID | 0000-0002-9700-9655 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 173 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1957 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Let’s Stop Asking Whether Teachers Are Professionals: Let’s Ask What Kinds of Professionals We Want Teachers to Be
Unpacking Urban Teaching Residents' Mental Constructs: Supporting the Professional Identity Development of Teachers of Color
When teachers of color professionalize their teaching, they encounter tensions between their personal and professional identities, causing dissonances. This study examined 36 teaching residents of color and their professional identity development in one northeastern urban teacher residency (UTR) program in the United States. We used narrative research to explore how participants constructed themselves as teachers in their stories. We analyzed pro…
Advancing Racial Equity in Extended Clinical Practice
In this conceptual essay, we analyze a recent trend in teacher preparation: extended clinical practice. We unearth how this practice continues to perpetuate the racial status quo instead of achieving educational change. We draw on institutionalized racism to examine how and why clinical practice in P-12 schools, often viewed as the most important or impactful component of teacher preparation, preserves and supports racist schooling practices and …
Presence, absence, and spatial relations: An Interactional Ethnography of physical-virtual field-based learning through a sociomaterial lens
Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives
Rethinking teacher education in/for challenging times: Reconciling enduring tensions, imagining new possibilities
Teacher education is facing global challenges that are mutually concerning to educators around the world. Those who teach teachers are being called upon to rethink their purpose, method and stance, as the very notion of what a teacher should know and be able to do is dramatically changing. This issue offers stories of rethinking as teacher educators use crises to create opportunities for transformation. Their narratives illustrate dilemmas, many …
Reimagining Diversity, Equity, and Justice in Early Childhood
Reprint: Problems, Process, and Promise: Reflections on a Collaborative Approach to the Solution of the Minority Teacher Shortage
This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. First, the consortium's beginnings, aims, and activities are presented. Then the collaborative process is analyzed in terms of nine factors that have been identified in the literature as contributors to effective collaboration: (a) commitment of institutional officials, (b) mutual needs and interests, (c) clarity about goals, roles, and…
Enduring Problems, Rethinking Process, Fulfilling Promises: Reflections on the Continuing Shortage of Teachers of Color
Thirty years ago, "Problems, process, and promise: Reflections on a collaborative approach to the solution of the minority teacher shortage" (Goodwin, 1991) offered a perspective on an approach to the minority teacher shortage. That piece represented the start of the author's life-long work on teacher preparation, with a particular focus on the recruitment and retention of teachers of color in response to growing numbers of students of color juxt…
Lessons from an Expert Teacher of Immigrant Youth: A Portrait of Social Justice Teaching
With approximately 40 million foreign-born people in the United States, US classrooms are witnessing an intense concentration of newcomer students and a persistent achievement gap between immigrant students and their English-speaking, US-born peers. Yet, some teachers are consistently successful with “those” children typically marginalized by schools. In this article, we describe, analyze, and theorize the practice of a master teacher who has spe…
Urban Residents’ Place-Based Funds of Knowledge: An Untapped Resource in Urban Teacher Residencies
Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish to teach in a particular city in the northeastern United States bring to an urban teacher residency …
On the shoulder of giants: Advice for beginning teacher educators
Teacher educators are an occupational group who appear to suffer from an identity crisis. They do not seem to be able to agree on what their role or professional learning needs are. This situation has dire consequences for the next generation of teacher educators who enter the field in the same rather haphazard and ad hoc way as the ones before. This phenomenon might further explain why it has been called the hidden profession with reports of a g…
Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: A comparative analysis
This paper compares conceptions of teacher quality in two education systems – Singapore and Hong Kong – that consistently perform well in international assessments of student achievement. Both systems constantly refresh their expectations of teacher competencies, with recent iterations, which offer a just-in-time opportunity to learn from how they now conceptualise quality teaching. This paper will provide the context surrounding each jurisdictio…
Teaching standards, globalisation, and conceptions of teacher professionalism
Today’s teacher operates in a globalised space where people everywhere are inextricably connected, and whose lives no longer exist in an isolated vacuum, but intersect and collide as part of a dynamic vortex. Teachers must now think, and teach beyond local boundaries, such that definitions of teacher professionalism will be reshaped by forces of globalisation. But have they, and in what ways? This article examines the intersection of globalisatio…
Complexity and Transformative Learning: A Review of the Principal and Teacher Preparation Literature on Race
Background: Racial inequities are a persistent reality in K–12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct. Purpose: Although teacher and principal preparation practice and research are disti…
Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States
Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight i…
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…
A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference
Educating All Children in Multicultural, Multilingual Singapore: The Quest for Equity Amidst Diversity
Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching
This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers’ descriptions of effective mentoring were their perspectives on effective teaching. These perspectives offer much ins…
Who is in the Classroom Now? Teacher Preparation and the Education of Immigrant Children
In light of shifting immigration trends and demographics, teacher preparation must be rethought to ensure culturally and linguistically responsive curriculum and classroom practice. This imperative is one with which educators have long been struggling, but have yet to adequately address. Fourteen years ago, I wrote an article about this very same imperative, which looked “at the issue of teacher preparation in light of changing demographics as a …
Developing Teacher Leadership in Singapore: Multiple Pathways for Differentiated Journeys
In this article, we examine quality teachers through teacher leadership development. Using Singapore as an illustrative case, we describe the redefinition of the teaching profession to include deliberate structures and multiple pathways designed to nurture teacher leaders, and the role of teacher leaders in supporting education reform. We go on to outline possible lessons or principles that could be educative to other systems regardless of local …
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, teacher educators cannot teach what they do not know; but what should they know, and should they be prepared? This study of 293 teacher educators investigated the following: What do current teacher educators consider to be the foundation elements of …
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one’s professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching shares much in common with the work of teacher education, the two positions are significantly divergent in im…
Confronting Ourselves: Using Autobiographical Analysis in Teacher Education
This paper introduces autobiographical analysis as a “disruptive strategy” that is deliberately structured to enable preservice teachers to develop new ways of thinking about teaching. Specifically, we:1) describe how we incorporate a process of critical examination of preservice teachers’ biases and assumptions throughout their preparation in the form of autobiographical analysis; and 2) present findings that document the transformation in prese…
Teacher Preparation and the Education of Immigrant Children
This article looks at the issue of teacher preparation in light of changing demographics as a direct consequence of increased immigration. It begins by describing the current context in which many new teachers will find themselves. It then moves to a review of the teacher education literature over the past two decades to ascertain how the profession conceptualizes immigrant children and the education of those who will teach them. Using this revie…
Who is in the Classroom Now? Teacher Preparation and the Education of Immigrant Children
In light of shifting immigration trends and demographics, teacher preparation must be rethought to ensure culturally and linguistically responsive curriculum and classroom practice. This imperative is one with which educators have long been struggling, but have yet to adequately address. Fourteen years ago, I wrote an article about this very same imperative, which looked “at the issue of teacher preparation in light of changing demographics as a …
Making the Transition from Self to Other: What Do Preservice Teachers Really Think about Multicultural Education
Multicultural Stories: Preservice Teachers' Conceptions of and Responses to Issues of Diversity
This article presents the multicultural stories of 75 preservice teachers, all of whom were student teaching in New York City. These stories reveal the kinds of concerns and questions preservice teachers have when faced with multicultural issues or dilemmas and provide the teacher education profession with some direction in terms of curriculum for multicultural teacher education. This direction or guidance comes from the students themselves and i…
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, teacher educators cannot teach what they do not know; but what should they know, and should they be prepared? This study of 293 teacher educators investigated the following: What do current teacher educators consider to be the foundation elements of …
Urban Residents’ Place-Based Funds of Knowledge: An Untapped Resource in Urban Teacher Residencies
Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish to teach in a particular city in the northeastern United States bring to an urban teacher residency …
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…
Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching
This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers’ descriptions of effective mentoring were their perspectives on effective teaching. These perspectives offer much ins…
Problems, Process, and Promise: Reflections on a Collaborative Approach to the Solution of the Minority Teacher Shortage
This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. First, the consortium's beginnings, aims, and activities are presented. Then the collaborative process is analyzed in terms of nine factors that have been identified in the litera ture as contributors to effective collaboration: (a) commitment of institutional officials, (b) mu tual needs and interests, (c) clarity about goals, roles, a…
A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference
Enduring Problems, Rethinking Process, Fulfilling Promises: Reflections on the Continuing Shortage of Teachers of Color
Thirty years ago, "Problems, process, and promise: Reflections on a collaborative approach to the solution of the minority teacher shortage" (Goodwin, 1991) offered a perspective on an approach to the minority teacher shortage. That piece represented the start of the author's life-long work on teacher preparation, with a particular focus on the recruitment and retention of teachers of color in response to growing numbers of students of color juxt…
Urban Bilingual Teachers and Mentoring for the Future
Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives
Confronting Ourselves: Using Autobiographical Analysis in Teacher Education
This paper introduces autobiographical analysis as a “disruptive strategy” that is deliberately structured to enable preservice teachers to develop new ways of thinking about teaching. Specifically, we:1) describe how we incorporate a process of critical examination of preservice teachers’ biases and assumptions throughout their preparation in the form of autobiographical analysis; and 2) present findings that document the transformation in prese…
Developing Teacher Leadership in Singapore: Multiple Pathways for Differentiated Journeys
In this article, we examine quality teachers through teacher leadership development. Using Singapore as an illustrative case, we describe the redefinition of the teaching profession to include deliberate structures and multiple pathways designed to nurture teacher leaders, and the role of teacher leaders in supporting education reform. We go on to outline possible lessons or principles that could be educative to other systems regardless of local …
The Selection of Students for History Honours
Problems, Process, and Promise: Reflections on a Collaborative Approach to the Solution of the Minority Teacher Shortage
This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. First, the consortium's beginnings, aims, and activities are presented. Then the collaborative process is analyzed in terms of nine factors that have been identified in the litera ture as contributors to effective collaboration: (a) commitment of institutional officials, (b) mu tual needs and interests, (c) clarity about goals, roles, a…
Making the Transition from Self to Other: What Do Preservice Teachers Really Think about Multicultural Education
Urban Bilingual Teachers and Mentoring for the Future
Multicultural Stories: Preservice Teachers' Conceptions of and Responses to Issues of Diversity
This article presents the multicultural stories of 75 preservice teachers, all of whom were student teaching in New York City. These stories reveal the kinds of concerns and questions preservice teachers have when faced with multicultural issues or dilemmas and provide the teacher education profession with some direction in terms of curriculum for multicultural teacher education. This direction or guidance comes from the students themselves and i…
Teacher Preparation and the Education of Immigrant Children
This article looks at the issue of teacher preparation in light of changing demographics as a direct consequence of increased immigration. It begins by describing the current context in which many new teachers will find themselves. It then moves to a review of the teacher education literature over the past two decades to ascertain how the profession conceptualizes immigrant children and the education of those who will teach them. Using this revie…
Confronting Ourselves: Using Autobiographical Analysis in Teacher Education
This paper introduces autobiographical analysis as a “disruptive strategy” that is deliberately structured to enable preservice teachers to develop new ways of thinking about teaching. Specifically, we:1) describe how we incorporate a process of critical examination of preservice teachers’ biases and assumptions throughout their preparation in the form of autobiographical analysis; and 2) present findings that document the transformation in prese…
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one’s professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching shares much in common with the work of teacher education, the two positions are significantly divergent in im…
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, teacher educators cannot teach what they do not know; but what should they know, and should they be prepared? This study of 293 teacher educators investigated the following: What do current teacher educators consider to be the foundation elements of …
Developing Teacher Leadership in Singapore: Multiple Pathways for Differentiated Journeys
In this article, we examine quality teachers through teacher leadership development. Using Singapore as an illustrative case, we describe the redefinition of the teaching profession to include deliberate structures and multiple pathways designed to nurture teacher leaders, and the role of teacher leaders in supporting education reform. We go on to outline possible lessons or principles that could be educative to other systems regardless of local …
Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching
This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers’ descriptions of effective mentoring were their perspectives on effective teaching. These perspectives offer much ins…
Who is in the Classroom Now? Teacher Preparation and the Education of Immigrant Children
In light of shifting immigration trends and demographics, teacher preparation must be rethought to ensure culturally and linguistically responsive curriculum and classroom practice. This imperative is one with which educators have long been struggling, but have yet to adequately address. Fourteen years ago, I wrote an article about this very same imperative, which looked “at the issue of teacher preparation in light of changing demographics as a …
Educating All Children in Multicultural, Multilingual Singapore: The Quest for Equity Amidst Diversity
A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…
On the shoulder of giants: Advice for beginning teacher educators
Teacher educators are an occupational group who appear to suffer from an identity crisis. They do not seem to be able to agree on what their role or professional learning needs are. This situation has dire consequences for the next generation of teacher educators who enter the field in the same rather haphazard and ad hoc way as the ones before. This phenomenon might further explain why it has been called the hidden profession with reports of a g…
Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: A comparative analysis
This paper compares conceptions of teacher quality in two education systems – Singapore and Hong Kong – that consistently perform well in international assessments of student achievement. Both systems constantly refresh their expectations of teacher competencies, with recent iterations, which offer a just-in-time opportunity to learn from how they now conceptualise quality teaching. This paper will provide the context surrounding each jurisdictio…
Teaching standards, globalisation, and conceptions of teacher professionalism
Today’s teacher operates in a globalised space where people everywhere are inextricably connected, and whose lives no longer exist in an isolated vacuum, but intersect and collide as part of a dynamic vortex. Teachers must now think, and teach beyond local boundaries, such that definitions of teacher professionalism will be reshaped by forces of globalisation. But have they, and in what ways? This article examines the intersection of globalisatio…
Complexity and Transformative Learning: A Review of the Principal and Teacher Preparation Literature on Race
Background: Racial inequities are a persistent reality in K–12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct. Purpose: Although teacher and principal preparation practice and research are disti…
Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States
Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight i…
Lessons from an Expert Teacher of Immigrant Youth: A Portrait of Social Justice Teaching
With approximately 40 million foreign-born people in the United States, US classrooms are witnessing an intense concentration of newcomer students and a persistent achievement gap between immigrant students and their English-speaking, US-born peers. Yet, some teachers are consistently successful with “those” children typically marginalized by schools. In this article, we describe, analyze, and theorize the practice of a master teacher who has spe…
Urban Residents’ Place-Based Funds of Knowledge: An Untapped Resource in Urban Teacher Residencies
Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish to teach in a particular city in the northeastern United States bring to an urban teacher residency …
Rethinking teacher education in/for challenging times: Reconciling enduring tensions, imagining new possibilities
Teacher education is facing global challenges that are mutually concerning to educators around the world. Those who teach teachers are being called upon to rethink their purpose, method and stance, as the very notion of what a teacher should know and be able to do is dramatically changing. This issue offers stories of rethinking as teacher educators use crises to create opportunities for transformation. Their narratives illustrate dilemmas, many …
Reimagining Diversity, Equity, and Justice in Early Childhood
Reprint: Problems, Process, and Promise: Reflections on a Collaborative Approach to the Solution of the Minority Teacher Shortage
This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. First, the consortium's beginnings, aims, and activities are presented. Then the collaborative process is analyzed in terms of nine factors that have been identified in the literature as contributors to effective collaboration: (a) commitment of institutional officials, (b) mutual needs and interests, (c) clarity about goals, roles, and…
Pedagogy (26 works) · Sociology (22 works) · Psychology (19 works) · Teacher Education and Leadership Studies (19 works) · Political science (18 works) · Teacher education (17 works) · Mathematics education (12 works) · Global Education and Multiculturalism (8 works) · Public relations (8 works) · Computer Science (7 works)