The New Teacher Education: For Better or for Worse?
Top Cited Papers
- 1 October 2005
- journal article
- Published by American Educational Research Association (AERA) in Educational Researcher
- Vol. 34 (7) , 3-17
- https://doi.org/10.3102/0013189x034007003
Abstract
This article offers a reading of the current state of the field of teacher education, identifying current reforms, emerging trends, and new underlying premises. The author argues that a “new teacher education” has been emerging with three closely coupled pieces: It is constructed as a public policy problem, based on research and evidence, and driven by outcomes. Illustrating and critiquing each of these pieces, the article makes the case that the new teacher education is both for the better and for the worse. The article concludes that education scholars who care about public education must challenge the narrowest aspects of the emerging new teacher education, building on its most promising aspects and working with others to change the terms of the debate.Keywords
This publication has 19 references indexed in Scilit:
- On Building a Unified System of Accreditation in Teacher EducationJournal of Teacher Education, 2005
- Choosing to Matter MoreJournal of Teacher Education, 2005
- Arts, Humanities, and Sciences in Educational Research and Social Engineering in Federal Education PolicyTeachers College Record: the Voice of Scholarship in Education, 2005
- This is Your Father’s Paradigm: Government Intrusion and the Case of Qualitative Research in EducationQualitative Inquiry, 2004
- Taking Stock in 2004Journal of Teacher Education, 2004
- The Growth of for-Profit Higher EducationJournal of Teacher Education, 2001
- Generalizations in Teacher EducationJournal of Teacher Education, 2000
- What Is the System in Systemic Reform?Educational Researcher, 1995
- Managing Dilemmas While. Building Professional CommunitiesEducational Researcher, 1992
- Teacher Education and Learning to Teach: A Research AgendaJournal of Teacher Education, 1988