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.
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.
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.
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.
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.
An examination of the ways that professors of education have become second-class citizens in higher education and a reaffirmation of their import.
The article describes Arab pre-service teachers passing through the university dept. - coming from their own sector schools and returning to teach in them.
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.
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.
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.
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.
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.
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.
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.
This article challenges schools of education to implement credible and meaningful grading systems to combat pervasive grade inflation.
This article explores how the idea of shared decision making can be used to reframe the purpose of social foundations in teacher education.
A blueprint for recruiting, preparing, and supporting excellent teachers in all of America’s schools.
An examination of the third report of the Holmes Group
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.
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.
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.
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.
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.
The author argues that classroom knowledge is the core foundation for teacher research and practice.
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.
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.
A discussion of the uncertainty of teaching and the implications for teacher education programs.
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.
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.