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Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (Chapter 11)


reviewed by Christopher M. Clark — January 11, 2007

coverTitle: Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (Chapter 11)
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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Chapter 11. Teacher Education Programs by Kenneth M. Zeichner and H. G. Conklin What this Chapter Promises For policy makers, this chapter implicitly promises very helpful research-based information to determine, once and for all, which form(s) of teacher education produces superior teacher-graduates. Armed with this information, policy makers at every level would have solid grounds to mandate or selectively support the most effective form(s) of teacher education and drive out of existence less effective approaches. The underlying assumption of this logic is that there is a type of teacher education program that is superior in its effects across the board and that this best-practice approach is coherent enough that it will prove superior in comparisons with all other approaches, independent of context. Of course, this hoped-for information would also be helpful at the local level, to guide teacher educators in revising their programs to look more like the research-proven, best-practice model. (In this... (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: 12923, Date Accessed: 10/22/2017 8:23:50 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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