Journal Article10.1177/0895904800014001011
Developing Knowledge for Preparing Teachers: Redefining the Role of Schools of Education:
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TL;DR: In this article, the authors examine how the reconceptualization of knowledge development has influenced the structures and strategies used by schools of education to help beginning teachers build a knowledgeable start to their careers.
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Abstract: Within the search for a new relevance for higher education, the press to recast the long-standing commitment to knowledge development has provided schools of education with an opportunity to redefine teacher preparation. Knowledge development increasingly involves not only generating but also applying, integrating, and transforming knowledge; is pursued by more and more individuals and organizations outside universities; and has become a framework for both an expanded research agenda and program renewal. This article examines how the reconceptualization of knowledge development has influenced the structures and strategies used by schools of education to help beginning teachers build a knowledgeable start to their careers.
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Citations
Mentored Learning to Teach According to Standards-Based Reform: A Critical Review
Jian Wang,Sandra J. Odell +1 more
TL;DR: The authors analyzes literature on mentored learning to teach in ways consistent with the standards reform movement and suggests that although reformers encourage mentoring for standards-based teaching, the assumptions underlying mentoring programs are often focused not on standards but on emotional and technical support.
677
Defining the outcomes of teacher education: what's social justice got to do with it?
TL;DR: In this paper, the authors argue for a strong focus on social justice as the necessary complement to an ongoing concern with academic excellence and rigor, and argue the need for teacher educators and others to look closely at the different ways that educational outcomes are currently being defined and for these differences to be made more openly and widely available for criticism and discussion.
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Taking Stock in 2004: Teacher Education in Dangerous Times
TL;DR: In an article about culturally relevant approaches to teacher assessment published a few years ago, Ladson-Billings (1998) asserted that those were "dangerous times" for teachers of students of color because new evaluations of teacher competency that did not account for culture could actually perpetuate teaching practices which did not serve children of color and children living in poverty.
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Teaching for America's Future: National Commissions and Vested Interests in an Almost Profession:
TL;DR: The National Commission on Teaching (NCTeach) as discussed by the authors proposed a professional accountability system for preparation and practice for teacher education, which is a critical next step in the professionalization of teaching.
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Reforming teacher education: competing agendas
TL;DR: There are three main professionalization agendas for teacher education: professionalization agenda, deregulation agenda, and over-regulation agenda as mentioned in this paper, which are all competing and even contradictory in other ways.
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