Reprint

How Teacher Education Matters

Datos Bibliográficos

ID4309151
AutoresLinda Darling-Hammond (0000-0003-0795-0618, Stanford University, autor de correspondencia)
Año2023
Volumen74
Número2
Páginas151-156
Fecha de publicación2023-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/00224871231161863
OpenAlexW4362600680
IdiomaEN
Citas recibidas3
Referencias citadas17

Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none. Recent evidence also indicates that reforms of teacher education creating more tightly integrated programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching. An important contribution of teacher education is its development of teachers' abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom

Coursework · Mathematics education · Pedagogy · Perspective (graphical) · Reprint · Teacher education · Teacher Preparation · Teaching method · Educational Assessment and Improvement · Evaluation of Teaching Practices · Psychology · Teacher Education and Leadership Studies