The New Scholarship in Teacher Education
Datos Bibliográficos
| ID | 9733937 |
|---|---|
| Autores | Ken Zeichner (The University of Wisconsin-Madison, 225 N. Mills Street, Madison, WI 53706. He specializes in teacher education, autor de correspondencia) |
| Año | 1999 |
| Volumen | 28 |
| Número | 9 |
| Páginas | 4 |
| Fecha de publicación | 1999-12-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1177196 |
| OpenAlex | W4205356055 |
| Idioma | EN |
| Citas recibidas | 82 |
| Referencias citadas | 47 |
This article, based on Ken Zeichner's 1998 Division K Vice-Presidential address, traces the development of teacher education research in the U.S. over the last 21 years. Five different segments of the new scholarship in teacher education are discussed together with their contributions to policy and practice in teacher education: survey research, case studies of teacher education programs, conceptual and historical research, studies of learning to teach, and examinations of the nature and impact of teacher education activities including self-study research. The development of Division K in AERA and the role and status of teacher education in research universities are discussed in relation to the development of this field of educational research
Education policy · Educational research · Higher education · Mathematics education · Pedagogy · Political science · Politics · Presidential system · Relation (database · Scholarship · Sociology · Teacher education · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Et l’architecture des savoirs
A Construção Do Campo Da Pesquisa Sobre Formação De Professores
Governing Teachers, Parents, and Children through Child Development Knowledge
Learning and Pedagogy in Initial Teacher Preparation
Relationships of Knowledge and Practice
Against Repetition
The Work of Multicultural Teacher Education
The Methodology of Self-Study and Its Theoretical Underpinnings
Teacher educators’ identity
The state of the art in Self-Study of Teacher Education Practices
The Adequacies and Inadequacies of Three Current Strategies to Recruit, Prepare, and Retain the Best Teachers for All Students 1
Challenges New Science Teachers Face
Countering Discourses of Derision
Comparative Teacher Education Research
Covert-overt prejudices towards the intellectual disabilities at school
Barriers to creating a science of the art of teaching via Participative Action Research; learning from the tribulations of Lesson Study in different epistemic cultures
Wellbeing and the arts in Irish primary teacher education
Reflexive Researching
Epistemic orientation toward teaching science for knowledge generation
Transforming Practice
Teacher professional development through lattice an international-intercultural project
Working Together for Educative Community through Research
Community Teachers
Construction and Application of an Evaluative Tool to Assess Reflection in Teacher-Training Courses
The Social Foundations Classroom
An educational response to Stenhouse
Why Action Research
Looking across and within
Embodiment in Mathematics Teaching and Learning
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Teacher beliefs and cultural models
Teaching to (un)learn
Dimensions and Modalities of Inquiry-Based Teaching
How the Teacher’s Practical Theory Moves to Teaching Practice—A Literature Review and Conclusions
Moving Toward Critical Cultural Consciousness in Esol and Bilingual Teacher Education
Emotions and pedagogical change in physical education teacher education
Walking my talk as an intentional, embodied, (co)constructed environmental educator
Multilayered Representation in Research
Globalisation, education policy and the teacher
The stories we must tell
Activist professionalism
Values in education
Learning to advocate for educational equity in a teacher credential program
Teaching teachers—studies into the expertise of teacher educators
Mapping teacher education domain
Professional identity and educational reform
What the teaching perspectives of cooperating teachers tell us about their advisory practices
Critical issues in supporting self-study
Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators
The scholarship of research in teacher education in a higher education institution in transition
The recent landscape of teacher education
Developing a pedagogy for teaching self-study research
Getting to the heart of learning to teach
Reframing one's teaching
Understanding and improving teachers’ research engagement
Research into initial teacher education in Australia
Grounding practice in scholarship, grounding scholarship in practice
Joseph Schwab, self-study of teaching and teacher education practices proponent? A personal perspective
The teacher educator as a role model
Successful teacher education programs in the era of reform
Development of the teaching in urban schools scale
Learning and unlearning
Learning to teach, learning to inquire
Anti-Colonialist Antinomies in a Biology Lesson
Service Learning in Student Teaching
Nitpicking
Grappling with Culturally Responsive Pedagogy
The Transformative Power of Narrative in Second Language Teacher Education
The Teacher Research Movement
Guidelines for Quality in Autobiographical Forms of Self-Study Research
Response to Comments
Advancing the Scholarship of Teaching through Collaborative Self-Study
On the Path to Becoming “Highly Qualified”
Scaffolding Critical Reflection in Online Discussions
Relações entre teoria e prática na formação de professores
Self-Study In Teacher Education
Responding to Our Critics
The Cultural Work of Teacher Education
Evidence and Inquiry in Teacher Education
Genres of Empirical Research in Teacher Education
Washing Our Students Clean
Judging Research in Teacher Education
The scientific basis of the art of teaching
Pitfalls of Experience in Teacher Preparation
A Critical Analysis of the Research on Learning to Teach
Uncertain Allies
Handbook of teaching and policy
Cultural Myths in the Making of a Teacher
Those Who Understand
Action research and reflective teaching in preservice teacher education
Weaving stronger fabric
Beyond the limits of theoretical discourse in teacher education
Educational policy and teacher education
Reconstructing teacher education for disadvantaged communities
Through the Looking Glass
Teacher Education and Feminist Theory
University schools of education in the twentieth century
Towards Advocacy
Struggling for the Soul
Preparing Teachers for Urban Schools
And Sadly Teach
The Place of Story in the Study of Teaching and Teacher Education
Levels of R&D Productivity in Schools of Education
The Knowledge Context
Performance Tests of Teaching Proficiency
Traditions of Reform in U.S. Teacher Education
Dulling the Senses
Places where Teachers are Taught
Performance-based Teacher Education
Are the Effects of University Teacher Education 'Washed Out' by School Experience
Making a Difference in Educational Quality Through Teacher Education
Research on Preservice Teacher Education
Feedback from Interaction Analysis
The Bureaucratic Socialization of Student Teachers
An Analysis of Research in Teacher Education
Student teaching
Cross-cultural field placements
Increasing teacher diversity by tapping the paraprofessional pool
The Handbook of Research on Multicultural Education
| Obras citantes distintas | 82 |
|---|---|
| Citas por año | 3,04 |
| Intervalo de citas | 1999 - 2026 (28) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 79 |