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Teacher Education >> Schools of Education

by Kathryn Strom, Jason Margolis & Nihat Polat - 2019
The purpose of this paper is twofold. First, we aim to problematize the construct of “teacher dispositions” through a critical synthesis of literature and a discussion of a rhizomatic perspective to generate a (re)conceptualization that is more closely aligned with the immensely complex nature of teaching and learning. Second, we draw on samples of university-generated teacher disposition assessment tools to provide concrete examples that “put to work” this rethinking of dispositions, and which demonstrates that the field may be showing signs of moving toward a more contextual understanding of the construct.

by Katrina Jacobs - 2019
This article centers on a year-long study that followed 10 literacy teachers from their education preparation program into their classrooms, offering insights into the ways their beliefs toward linguistic diversity and equitable assessment were implemented in K–12 classrooms. By approaching this work through a lens of critical practice and linguistic and epistemic equity, this article demonstrates the need to explore the complex links between K–12 education settings and policies, and teacher preparation design and enactment.

by Keffrelyn Brown & Anthony Brown - 2019
This commentary takes up the question, "Does teacher education matter?" and points to the necessity of centering sociocultural considerations when doing teacher education, equitably and in a just way.

by Anna Neumann, Aaron Pallas & Penelope Peterson - 2008
This article looks across the introduction to the Spencer Foundation’s Research Training Grant (RTG) program and the four case studies assessing program implementation and impact. It discusses the importance of institutional context and history, curricular content, financial resources, and organizational structure. The article concludes with recommendations for the preparation of education researchers in graduate schools of education.

by Arlene Adams - 2004
This commentary describes some of the logistical issues that have such a profound negative effect on the accreditation of teacher training programs. Of special concern is the very short timeline used to phase in new standards.

by Lawrence Baines - 2003
An examination of the ways that professors of education have become second-class citizens in higher education and a reaffirmation of their import.

by Billie Eilam - 2002
The article describes Arab pre-service teachers passing through the university dept. - coming from their own sector schools and returning to teach in them.

by Jaime Grinberg - 2002
This paper presents detailed accounts and analyzes the practice of the preparation of teachers in a progressive program during the 1930’s in New York, at Bank Street College of Education. Mostly, these accounts are grounded in the participants’ perspectives, providing data about how this progressive teacher education program was experienced, and in particular on Lucy Sprague Mitchell’s teaching based on data especially composed to describe two courses: (1)"Environment" (a mix of what today can be called social foundations and social studies methods), and (2)"Language" (mostly, about the writing process). Also, data from other course syllabi taught by other faculty is discussed.

by Elizabeth Spalding & Angene Wilson - 2002
The purpose of this study was to identify pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the first semester of a yearlong professional program. A secondary purpose was to study the effectiveness of our own practices as teacher educators. Four case studies are presented.

by Michael Wong & William Tierney - 2001
This paper looks at the Charter School of Education at California State University Los Angeles and discusses the processes of chartering, the dynamics of such an organizational and cultural change, and the theoretical and practical implications for the reform effort.

by Linda Darling-Hammond - 2000
The author responds to Dale Ballou and Michael Podgursky's critique of What Matters Most, the report of the National Commission on Teaching and America's Future, and details the research support for the National Commission's recommendations.

by Dale Ballou & Michael Podgursky - 2000
The authors challenge the conclusions of the National Commission for Teaching and America’s Future and argue that the research literature offers far less support for the Commission’s recommendations than is claimed.

by Dale Ballou & Michael Podgursky - 2000
The authors respond to criticism by Linda Darling-Hammond of their previous article that challenges the conclusions of the National Commission on Teaching and America’s Future.

by Kim Wieczorek & Carl Grant - 2000
This article examines pervasive ideas about knowledge, briefly addressing perceptions in popular media, and then moves on to discuss the professional literature and especially the idea of a knowledge base for teacher candidates.

by Perry Zirkel - 1999
This article challenges schools of education to implement credible and meaningful grading systems to combat pervasive grade inflation.

by Nancy Beadie - 1996
This article explores how the idea of shared decision making can be used to reframe the purpose of social foundations in teacher education.

by National (NCTAF) - 2000
A blueprint for recruiting, preparing, and supporting excellent teachers in all of America’s schools.

by David Labaree - 1995
An examination of the third report of the Holmes Group

by James Fraser - 1992

by Barbara Arnstine - 1990
Examines means of achieving dispositional educational aims (rationality and caring) by redesigning teacher education programs. Prospective teachers must be prepared to cultivate rational, caring dispositions in themselves to encourage these dispositions in their students.

by Harry Broudy - 1990
The author argues that the persistent criticism of teachers and of teacher education programs is due in part to the absence of a "consensus of the learned" about how teachers should be educated. Broudy’s position is that a working consensus could be established through a case-study method in teacher education if cases were developed to portray important problems identified by teachers as typical and recurrent in their professional practice.

by Penelope Peterson, Christopher Clark & W. Dickson - 1990
The authors raise questions about the place and form of educational psychology in the larger conversation about the thoughtful preparation of teachers, Recent research and theory in cognition and instruction suggest alternatives to traditional concepts of the learner, the teacher, and classroom learning.

by William Trent - 1990
The author presents a series of arguments for his proposal that the importance of race and ethnicity in education should become a primary area of study for the prospective teacher.

by Jonas Soltis - 1990
Soltis claims that the members of any profession need a "professional literacy" of concepts and concerns held in common if they are to communicate effectively in debate and cooperative problem-solving. Soltis suggests several fundamental educational questions that each perspective teacher should be equipped to reflect upon in informed ways.

by Walter Doyle - 1990
The author argues that classroom knowledge is the core foundation for teacher research and practice.

by Lee Shulman - 1990
After briefly reviewing the history of the idea of foundations in the education of professionals, Lee Shulman explores a more integrated view of what psychologists and philosophers have to offer teachers in training. He offers an alternative metaphor to foundations that connects foundational disciplinary perspectives to the subject matter that teachers teach.

by Paul Violas - 1990
Paul Violas argues that if teachers are to understand the problems they face in professional practice—and make informed judgments about them—they must understand the historical context of schooling.

by Robert Floden & Christopher Clark - 1988
A discussion of the uncertainty of teaching and the implications for teacher education programs.

by Philip Jackson - 1987
Tomorrow's Teachers" is criticized for its engineering how-to-do-it view of teaching and for using a medical metaphor. Dreams of a science of education should be abandoned and replaced by a conception of what the profession might become taken from teaching itself.

by Mary Futrell - 1987
The president of the National Education Association evaluates the Holmes Group Report, praising some proposals and expressing reservations about others. She proposes a national teacher certification board to certify all entering teachers in cooperation with state boards.

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  • Journal of In-service Education
    The Journal of In-service Education is a fully-refereed international journal that publishes original contributions on the subject of teacher education in its widest sense: initial preparation as it affects induction, in-service education, professional development, and the work of teachers' centers, advisory services and INSET units.
  • National Forum of Teacher Education Journal
    The NFTEJ seeks to promote a scholarly dialog regarding the roles, problems, and progress of teacher education in a variety of settings, but with a distinctly urban emphasis.
  • Teachers and Teaching: theory and practice
    The aim of Teachers and Teaching: theory and practice is to provide an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. Drawing together qualitative and quantitative research from different countries and cultures, it includes theoretical reflections on the connections between theory and practice in teachers’ work and other research of professional interest. It represents the latest phase in the development of the International Study Association on Teacher Thinking (ISATT), a world-wide association of researchers, teacher educators, and teachers.
  • Teaching and Teacher Education
    Teaching and Teacher Education is a multidisciplinary journal, committed to no single approach, discipline, or paradigm. It is an international journal, containing papers from nations around the world, concerned with teacher and teacher education in general, that is, teaching in any subject matter for students at any age or grade level.
  • International Review of Education
    The International Review of Education, first published in 1955, is an international forum for the exchange of information about advances in educational theory and practice. The journal continues to serve the needs of departments and institutes of education, teacher training institutions, educational policy-makers and planners, and other professional readers throughout the world, by providing scholarly information on major educational innovations, research projects and trends in countries at all stages of educational development.
  • Action in Teacher Education
    Action in Teacher Education is published as a service to members of the Association of Teacher Educators and others concerned with teacher education. It serves as a forum for the exchange of information and ideas related to the improvement of teacher education at all levels. Articles focus upon concepts, practices, and research which have implications and applicability for practitioners involved with teacher education.
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