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Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (Chapter 5)


reviewed by Eric Eslinger - January 11, 2007

coverTitle: Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (Chapter 5)
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 5. Research on the Effects of Coursework in the Arts and Sciences and in the Foundations of Education by Robert Floden and Marco Meniketti What this chapter promises What sort of undergraduate education should teachers have? That question is, of course, the focus of the entire volume. This chapter sets out to develop an understanding of the effect of coursework in arts and sciences and in educational foundations on teachers. The authors note that although methods courses and field experiences receive much specialized attention (as evidenced in Chapter 6), most of the courses taken by prospective teachers are in the areas reviewed in this chapter. They also caution that claims about the value of such courses are rarely substantiated empirically. What is found in this chapter The authors addressed three different areas of coursework: courses in the teacher's content area specialization, general courses in the arts and sciences, and foundations of education courses. As... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: January 11, 2007
https://www.tcrecord.org ID Number: 12917, Date Accessed: 7/23/2019 10:43:11 PM

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About the Author
  • Eric Eslinger
    University of Delaware
    E-mail Author
    ERIC ESLINGER is a professor of education at the University of Delaware. His scholarly interests include research on science education and teacher education, specifically using technology in both situations as appropriate to improve student metacognition, epistemology and critical thinking skills.
 
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