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Considering Core Assumptions About What It Means to Teach


by Christine E. Sleeter - 2019

This commentary distinguishes among a technical approach, an inquiry approach, and a relational approach to learning to teach.


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This commentary is part of the upcoming June special issue of Teachers College Record on “Transforming University-Based Teacher Education," edited by Mariana Souto-Manning and Thomas Philip.


Cite This Article as: Teachers College Record Volume 121 Number 6, 2019, p. 1-4
https://www.tcrecord.org ID Number: 22686, Date Accessed: 5/23/2019 5:14:48 AM

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About the Author
  • Christine Sleeter
    School of Professional Studies, California State University, Monterey Bay
    CHRISTINE E. SLEETER, PhD, is Professor Emerita in the College of Professional Studies at California State University, Monterey Bay, where she was a founding faculty member. Her research focuses on anti-racist multicultural education, ethnic studies, and teacher education. She has published over 150 articles and 21 books, including Un-Standardizing Curriculum (2nd ed. with J. Flores Carmona, Teachers College Press), as well as two novels that feature teachers as main characters (White Bread and The Inheritance).
 
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