Found 19 document(s)
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This landmark volume presents the work of the American Educational Research Association's Panel on Research and Teacher Education. It represents a systematic effort to apply a common set of scholarly lenses to a range of...
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Describes and analyzes an action-research seminar for prospective elementary and secondary teachers in terms of how it facilitated prospective teachers' learning to teach for conceptual change. Contains 37 references. (A...
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Introduces an issue that details a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put them into pr...
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Presents 14 design principles that explain good practice in multicultural preservice teacher education. The principles fall under the three main categories of (1) institutional and programmatic principles, (2) personnel ...
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Preservice teachers must be prepared to address substantial student diversity and to educate all students to higher levels of understanding and competence. Many teacher educators are not competent to prepare new teachers...
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This document reports on portions of a study on "Teacher Education for Diversity" in progress since 1990. The overall study includes an ongoing analysis of relevant literature, which has generated a conceptual framework ...
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This report addresses various dimensions of a major policy issue in teacher education--the need to help all teachers acquire the attitudes, knowledge, skills, and dispositions necessary to work effectively with a diverse...
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Discusses how a conceptual framework describing four traditions of practice in U.S. teacher education (academic, social efficacy, developmentalist, and social reconstructionist) can be used to explain approaches in indiv...
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Discusses teaching and the social reconstructionist view of reflection that underlies the University of Wisconsin-Madison elementary teacher education program. The paper examines action research in the student teaching c...
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Describes four traditions of reform in twentieth-century U.S. teacher education: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is illustrated with examples from contemporary ...
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Four traditions of reform in 20th century U.S. teacher education are described: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is illustrated with examples from both early and...
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This paper explores the question of the relative quality of the academic and professional components of teacher education programs from three different angles: (1) a critical assessment of several widely publicized and r...
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The authors offer their view of a normative basis for an approach to teacher education that contributes to the establishment of more critical and emancipatory practices in the public schools of United States. These ideas...
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Because the reflective and moral craft approaches to teacher education do not recognize the complexity of moral deliberation, prospective teachers should instead use distinct moral principles to examine teaching issues a...
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Discusses a normative basis for an approach to teacher education that contributes to the establishment of more critical and emancipatory practices in the public schools, and links these ideas to the broader tradition of ...