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Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education


reviewed by Christopher M. Clark — January 11, 2007

coverTitle: Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education
Author(s): Marilyn Cochran-Smith & Kenneth M. Zeichner (Eds.)
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805855920 , Pages: 816, Year: 2005
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Unanswered Questions about Studying Teacher Education Reviewed by: Christopher M. Clark, Eric Eslinger, Christine Carrino Gorowara, Amanda Jansen, Chrystalla Mouza, James Raths, and Kristen D. Ritchey, all of the University of Delaware Studying Teacher Education: The report of the AERA Panel on Research and Teacher Education tackles a daunting task: “To provide a critical and evenhanded analysis of the weight of the empirical evidence related to key practices and policies in pre-service teacher education in the United States” (pp. ix-x). The efforts of the co-editors and chapter authors were considerable, culminating in a 12-chapter, 800-page panel report published for the American Educational Research Association by Lawrence Erlbaum Associates in 2005. The panel members were unable to find enough high quality scientific research on teacher education programs or their components to make confident recommendations to guide teacher educators or policy makers. Instead, the advice distilled from the panel report culminates in a list of recommendations addressed to the research community,... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: January 11, 2007
http://www.tcrecord.org ID Number: 12914, Date Accessed: 10/20/2017 3:55:56 PM

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About the Author
  • Christopher Clark
    University of Delaware
    E-mail Author
    CHRISTOPHER M. CLARK is a professor of education and former Director of the School of Education at the University of Delaware. His scholarly interests include research on teaching and teacher education, especially focusing on adult professional development through action research and authentic conversation. Recent publications include the book “Talking Shop: Authentic Conversation and Teacher Learning,” (2001, Teachers College Press).
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