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Preparing the Next Generation of Teacher Educators by Jamy Stillman & Lauren Anderson - June 27, 2014Despite 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. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Jamy Stillman
University of Southern California’s Rossier School of Education
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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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