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Preparing the Next Generation of Teacher Educators


by Jamy Stillman & Lauren Anderson — June 27, 2014

Despite the relative prevalence of teacher education positions in university Education departments, relatively few doctoral programs prepare graduate students for teacher education work, specifically. As a result, new teacher educators often expend significant energy ‘on the job’ learning how to do the complex work involved in educating teachers. Increasingly, the creation of teacher-education focused doctoral programs has been held up as a promising approach for helping to regenerate teacher education. This commentary aims to share some of that promise, while also highlighting various factors that make creating and sustaining such programs so challenging.


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Cite This Article as: Teachers College Record, Date Published: June 27, 2014
http://www.tcrecord.org ID Number: 17581, Date Accessed: 11/28/2014 12:37:39 AM

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About the Author
  • Jamy Stillman
    University of Southern California’s Rossier School of Education
    E-mail Author
    JAMY STILLMAN is an assistant professor of education at the University of Southern California’s Rossier School of Education. Her research interests include the preparation of teachers to serve historically marginalized populations, the impact of high-stakes accountability on teachers, teaching, and learning to teach in urban high-needs schools, and the preparation of aspiring teacher educators. Her recent publications have appeared in Review of Educational Research, Language Arts, and Journal of Teacher Education.
  • Lauren Anderson
    Connecticut College
    E-mail Author
    LAUREN ANDERSON is an assistant professor of education at Connecticut College. Her research interests include teacher educator preparation and pedagogy, pre-service teachers’ learning in and from clinical experiences, equity-minded educators’ navigation of accountability policies and curriculum standards, and the application of social network and qualitative methods to the study of educators’ work and careers. Her recent publications have appeared in Review of Educational Research, Language Arts, and Teachers College Record.
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