Marilyn Cochran‐smith
Dados Biográficos
| ID | 209815 |
|---|---|
| NOME | Marilyn Cochran‐smith |
| PRENOMES | Marilyn |
| SOBRENOME | Cochran‐smith |
| ASSINATURA | SMITH M C |
| AFILIAÇÕES | Boston College |
| ORCID | 0000-0002-9262-4042 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 91 |
| TOTAL DE CITAÇÕES | 1029 |
| TOTAL COMO AUTOR | 91 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1985 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 16 |
What's the "Problem of Teacher Education" in the 2020s
This article is a rejoinder, some 20 years later, to a JTE editorial, titled "The Problem of Teacher Education." The previous piece suggested that in response to unprecedented attention by high-level policy makers to "fixing" the "broken" system of teacher education, teacher education was treated as what I called a "policy problem" during the late 1990s and 2000s From this perspective, the goal was to identify which of the broad aspects of teache…
Reprint
Beyond “best practices”
Over the last decade, there have been multiple recommendations for evaluating, assessing, or holding teacher preparation accountable. This article analyzes recent policy proposals regarding “best practices for evaluating teacher preparation programs” by critiquing 19 major reports explicitly focused on evaluation. The analysis revealed that the reports’ primary goal was identifying preferred evaluation metrics using rigorous criteria for accuracy…
Mission, money, and membership
This article explores how teacher education operates within market-organized environments. We argue that the forces of the market have acted against institutional isomorphism in teacher education, as evidenced by the emergence of new graduate schools of education (nGSEs), which are a new population of teacher preparation providers. We suggest that nGSEs are animated by logics based on highly-specialized missions, alternative funding models, and m…
Advancing Equity and Democracy in Teacher Education
Strong Equity
Background: Equity is invoked as a watchword in teacher education—a catch-all connected to an array of issues related to diversity, justice, or gaps in outcomes and opportunities for minoritized groups. This conceptual article argues that equity is often undefined and undertheorized in teacher education, and the complexities involved in addressing the structural inequalities of schooling are seldom acknowledged. Purpose: This article unpacks recu…
Learning to Teach for Equity, Social Justice, and/or Diversity
This article reviews 45 assessment tools designed to capture aspects of teaching and learning to teach for equity, social justice, and/or diversity to understand whether the existing tools measure up to the most pressing concerns in teacher education. First, we provide an overview of the 45 assessment tools, focusing on conventional properties. Second, we argue that the tools need to be examined beyond the conventional categories by attending to …
Agents, Agency, and Teacher Education
Centering Equity in Teacher Education Evaluation
Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for "fixing" teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during the same time period, most major policy proposals regarding teacher education evaluation and accountability ha…
Rethinking teacher education
In many developed countries over the past two decades, there have been new standards, new monitoring systems, new course and fieldwork requirements for teacher candidates, new accreditation criteria, and/or new auditing procedures for colleges and universities that offer initial teacher preparation programmes. However there has also been enormous variation among accountability policies, initiatives, and approaches as well as an array of competing…
Exploring teacher quality
This article is a commentary on the seven articles in this special issue of EJTE on teacher quality from international perspectives. In the article, Marilyn Cochran-Smith points to differences as well as common themes and details across the articles in the issue. The article discusses the emergence of teacher quality as a global concern, including analysis of some of the assumptions underlying the issue and shifts in its meaning and valence over …
Relocating Teacher Preparation to New Graduate Schools of Education
The relocation of teacher preparation to new graduate schools of education (nGSEs) is a highly controversial "innovation" within the rapidly expanding field of teacher education. This introductory article to a guest-edited issue of The New Educator focused on nGSEs defines teacher preparation at nGSEs and analyzes their characteristics. The article identifies the intersecting political, professional, and policy contexts and conditions out of whic…
A Study in Contrasts
This article takes a multi-case perspective on teacher preparation at new graduate schools of education (nGSEs) across four sites. The article argues that teacher preparation at nGSEs is a study in contrasts. On one hand, nGSE leaders frame teacher preparation at their institutions in terms of the marked contrasts they perceive between their programs and teacher preparation programs at universities, which is one of their principal justifications …
Educating Teacher Educators
The people who prepare teachers – teacher educators – are often explicitly or implicitly held accountable for teacher quality and are frequently blamed when school students do not meet national or international expectations. Despite high expectations, historically there has been little attention to the education of teacher educators or to local and larger policies that would support the development of teacher educators who are prepared to meet th…
Measuring the complexity of teaching practice for equity
Research on Teacher Preparation
Initial teacher education
Teaching and Teacher Education
This essay considers the absence, presence, and shifting treatment of the topic of research on teaching and teacher education in AERA presidential addresses. To capture the arc of this topic, the essay is structured chronologically according to three time periods beginning with AERA’s birth in 1916 and continuing to the current years. At a general level, treatment of teaching and teacher education as a topic mirrored the contours of the emergence…
Critiquing Teacher Preparation Research
This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity, the second and third programs of research the authors identified through their m…
Framing Teacher Preparation Research
This is the first of a two-part article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and resear…
The Challenge and Promise of Complexity Theory for Teacher Education Research
Background/Context In many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and have used an underlying linear logic. It may be, however, that what is needed are new research questions and theoretical frameworks that account for wholes, not just parts, and take complex, rather than reductionist perspectives. Purpose This article exa…
The Politics of Accountability
Currently there are multiple teacher education reform policies being proposed, piloted, and debated at a variety of levels and by various interest groups, stakeholders, and policy-makers. Along with an unprecedented sense of urgency about these important goals, what most U.S. reforms have in common is increased accountability. Using a discourse approach to policy analysis, which we label “the politics of policy,” this article analyzes three compl…
Crossing the Divide? Diversity Issues in Teacher Education and Special Education
We would like to thank the editors of Journal of Teacher Education (JTE) for the opportunity to respond to Leah Wasburn-Moses's thoughtful response to our article, Diversity in Teacher Education and Special Education: The Issues That Divide. In our article, we identified what we believe are fundamental differences in how voices in the special education and general teacher education diversity communities think about human differences and suggested…
A Longitudinal Study of Teaching Practice and Early Career Decisions
Although the turnover rate among beginning teachers has been a major concern for some time, most studies do not link teacher retention with teaching practice. In contrast, this study looks specifically at career decisions coupled with practice. Guided by a view of teaching as social and cultural practice, the study used multiple qualitative data sources, including extensive observations, interviews, and samples of teachers’ and students’ work. Ba…
Diversity in Teacher Education and Special Education
This article explores the enduring fissure between general and special teacher education by focusing directly on the issues that divide these two fields. In the first part of the article, the authors describe their individual and shared positionalities as scholars and practitioners. Then the article examines differences in the disciplinary traditions that influence the work of general teacher educators and special teacher educators as well as iss…
The Teacher Research Movement
In this article, we discuss the latest renewal of interest in the U.S. in teacher research and other forms of practitioner inquiry, a movement that is now a little more than a decade old. We argue that part of what makes the current wave of interest a movement and not just the latest educational fad is that teacher research stems from several different, but in some ways compatible, intellectual traditions and educational projects. We identify fiv…
Research on Teaching and Teacher Research
Neither interpretive nor process-product classroom research has foregrounded the teacher's role in the generation of knowledge about teaching. What is missing from the knowledge base for teaching, therefore, are the voices of the teachers themselves, the questions teachers ask, the ways teachers use writing and intentional talk in their work lives, and the interpretive frames teachers use to understand and improve their own classroom practices. L…
Sticks, Stones, and Ideology
Many highly politicized debates about reforming teacher education are embedded within two larger national agendas: the agenda to professionalize teaching and teacher education, which is linked to the K–12 standards movement, and the movement to deregulate teacher preparation, which aims to dismantle teacher education institutions and break up the monopoly of the profession. In this article, the authors analyze how these two agendas are publicly c…
Learning and unlearning
Critiquing Teacher Preparation Research
This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity, the second and third programs of research the authors identified through their m…
The New Teacher Education
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…
Color Blindness and Basket Making Are Not the Answers
Although the American educational system is dysfunctional for large numbers of children who are not part of the racial and language mainstream, there are no universal strategies for teaching children who are culturally and linguistically different from one another, from their teachers, or from students whose interests are already well served by the system. Drawing on the inquiries of student teachers working in urban elementary schools, I argue t…
Initial teacher education
The Problem of Teacher Education
Since time teacher emerged as an identifiable activity, there have been few periods when it was not being critiqued, studied, rethought, reformed, and, often, excoriated. The title of this editorial does not refer to of teacher education in a pejorative sense, however. Rather, phrase is intended to draw attention to teacher as a problem in three senses--the problem or challenge every nation faces in providing well-prepared and teachers for its ch…
Teaching and Teacher Education
This essay considers the absence, presence, and shifting treatment of the topic of research on teaching and teacher education in AERA presidential addresses. To capture the arc of this topic, the essay is structured chronologically according to three time periods beginning with AERA’s birth in 1916 and continuing to the current years. At a general level, treatment of teaching and teacher education as a topic mirrored the contours of the emergence…
Good and Just Teaching
A particularly controversial aspect of teacher preparation is the increasing number of teacher preparation programs that emphasize "social justice" as part of the curriculum. This article examines how students in a program with a social justice agenda understood the concept and how their understandings played out in practice. Using interviews and observations, we show that teacher candidates focused on ensuring pupils' learning rather than merely…
Framing Teacher Preparation Research
This is the first of a two-part article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and resear…
Learning to Teach for Social Justice-Beliefs Scale
The authors illustrate how a Rasch model can guide the development of a new affective measurement instrument—the Learning to Teach for Social Justice—Beliefs scale. The results provide strong evidence of a meaningful continuum of altitudes about teaching for social justice ranging from those easier to endorse to those more difficult to endorse. Additional informationNotes on contributorsLarry H. LudlowLarry H. Ludlow and Sarah E. Enterline, Depar…
Learning to Teach for Social Justice
This article speaks to two current trends in teacher education—the press to assess teacher education in terms of measurable outcomes, on one hand, and the growing emphasis on social justice as a theme of teacher education, on the other. The article begins with a discussion of the concept of teacher education for social justice. Then, using Rasch Item Response Theory techniques and analyses, the article shows that certain aspects of the complex co…
Teacher educators as researchers
Taking Stock in 2004
In an article about culturally relevant approaches to teacher assessment published a few years ago, Ladson-Billings (1998) asserted that those were for of students of color because new evaluations of teacher competency that did not account for culture could actually perpetuate teaching practices that did not serve children of color and children living in poverty. Borrowing Ladson-Billings' language, this editorial suggests that these are dangerou…
Reinventing Student Teaching
Innovative student teaching programs have proliferated during the last decade. The author distinguishes among reinvented student teaching programs by examining their underlying as sumptions about knowledge, power, and language in teaching and the various ways these are played out in school-university relationships and explores three contrasting school-university relationships-consonance, critical dissonance, and collaborative resonance-identifyin…
Learning to Teach Against the (New) Grain
For a number of years, some of us involved in teacher education have been writing about the importance of learning to teach for social justice, social change, and social responsibility. Although these terms are not synonymous, they have generally been used to signify the idea one important role of the college/university is to help prepare teachers to challenge the inequities are deeply embedded in systems of schooling and in society. Underlying m…
Stayers, Leavers, Lovers, and Dreamers
Teacher shortages are not new. Periodically, throughout the past half century, there have been fewer teachers available than were needed, and policy makers at the state and federal levels have responded by stepping up recruitment efforts and issuing temporary teaching credentials to those without qualifications. Three things are new, however: the requirement that teachers in all schools be highly qualified; the realization that it is not so much …
Educating Teacher Educators
The people who prepare teachers – teacher educators – are often explicitly or implicitly held accountable for teacher quality and are frequently blamed when school students do not meet national or international expectations. Despite high expectations, historically there has been little attention to the education of teacher educators or to local and larger policies that would support the development of teacher educators who are prepared to meet th…
Studying Teacher Education
The most recent of the new teacher education reports is Studying Teacher Education: The Report of the AERA Panel on Teacher Education (Cochran-Smith & Zeichner, 2005), which reviews existing research and calls for a new research agenda. This editorial comments on the report from three perspectives: the emerging research in the field, the preparation of professionals in other professions, and the conclusions of other recent teacher education repor…
A Longitudinal Study of Teaching Practice and Early Career Decisions
Although the turnover rate among beginning teachers has been a major concern for some time, most studies do not link teacher retention with teaching practice. In contrast, this study looks specifically at career decisions coupled with practice. Guided by a view of teaching as social and cultural practice, the study used multiple qualitative data sources, including extensive observations, interviews, and samples of teachers’ and students’ work. Ba…
Reporting on Teacher Quality
Secretary of Education Rod Paige's report to Congress on the status of teacher quality in the nation, Meeting the Highly Qualified Teachers Challenge, was released to the public in early June 2002 (U.S. Department of Education, 2002). This is the first of the annual reports on teacher quality that are now required as per the reauthorization of Title II of the Higher Education Act (HEA) in 1998, which also requires states to report annually on the…
The outcomes question in teacher education
Communities for Teacher Research
There are many obstacles to teacher research in schools, teacher groups, school-university partnerships, and regional and national forums. This article argues that overcoming these obstacles requires the building and sustaining of intellectual communities of teacher-researchers, or networks of individuals who enter with other teachers into a collaborative search for definition and satisfaction in their work lives as teachers and who regard resear…
Looking like readers, talking like readers
1985). Looking like readers, talking like readers. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 22-31
The Making of a Reader
Anthropology and Education
Research on Teaching and Teacher Research
Neither interpretive nor process-product classroom research has foregrounded the teacher's role in the generation of knowledge about teaching. What is missing from the knowledge base for teaching, therefore, are the voices of the teachers themselves, the questions teachers ask, the ways teachers use writing and intentional talk in their work lives, and the interpretive frames teachers use to understand and improve their own classroom practices. L…
Writing with a felicitous tool
1990). Writing with a felicitous tool. Theory Into Practice: Vol. 29, Microcomputers in Context, pp. 235-245
Learning to Teach against the Grain
Can prospective teachers learn to be both educators and activists, to regard themselves as agents for change, and to regard reform as an integral part of the social, intellectual, ethical,and political activity of teaching? In this article, Marilyn Cochran-Smith argues that a powerful way for student teachers to learn to reform teaching, or what she refers to as teaching against the grain, is to work in the company of experienced teachers who are…
Reinventing Student Teaching
Innovative student teaching programs have proliferated during the last decade. The author distinguishes among reinvented student teaching programs by examining their underlying as sumptions about knowledge, power, and language in teaching and the various ways these are played out in school-university relationships and explores three contrasting school-university relationships-consonance, critical dissonance, and collaborative resonance-identifyin…
Communities for Teacher Research
There are many obstacles to teacher research in schools, teacher groups, school-university partnerships, and regional and national forums. This article argues that overcoming these obstacles requires the building and sustaining of intellectual communities of teacher-researchers, or networks of individuals who enter with other teachers into a collaborative search for definition and satisfaction in their work lives as teachers and who regard resear…
Teacher Research as a Way of Knowing
In this article, Susan Lytle and Marilyn Cochran-Smith, two university-based teacher educators, argue for a different theory of knowledge for teaching - one that is drawn from the systematic inquiry of teachers themselves. In contrast to a knowledge base for teaching that privileges only the knowledge of the university researcher, the authors propose a knowledge base that includes the emic perspective of the teacher researcher,whose questions and…
Interrogating Cultural Diversity
There are no monolithic solutions to the complex and often unique problems of understanding and responding to the increasing cultural diversity in schools and classrooms in the United States. Preservice and in service teacher education programs need processes that prompt teachers and teacher educators to raise questions about issues of race, class, and ethnicity and to develop courses of action that are valid for particular communities. Teacher r…
Conversations with Collaborators, Colleagues, and Friends
Uncertain Allies
In this article, Marilyn Cochran-Smith reflects on her experiences as the director of a teacher education program that is attempting to open the unsettling discourse of race in the pre-service curriculum. She suggests that teacher educators need to examine how they and their students construct this discourse and how they interpret its implications for particular schools, communities, and classrooms. Cochran-Smith further offers that teacher educa…
Color Blindness and Basket Making Are Not the Answers
Although the American educational system is dysfunctional for large numbers of children who are not part of the racial and language mainstream, there are no universal strategies for teaching children who are culturally and linguistically different from one another, from their teachers, or from students whose interests are already well served by the system. Drawing on the inquiries of student teachers working in urban elementary schools, I argue t…
Relationships of Knowledge and Practice
Chapter 8
The Teacher Research Movement
In this article, we discuss the latest renewal of interest in the U.S. in teacher research and other forms of practitioner inquiry, a movement that is now a little more than a decade old. We argue that part of what makes the current wave of interest a movement and not just the latest educational fad is that teacher research stems from several different, but in some ways compatible, intellectual traditions and educational projects. We identify fiv…
Blind Vision
In this article, Marilyn Cochran-Smith uses narrative to reflect on her experience of "unlearning" racism as a teacher educator. According to Cochran-Smith, unlearning racism involves interrogating the racist assumptions that are deeply embedded in the courses and curricula that we teach, owning our often unknowing complicity in maintaining existing systems of privilege and oppression, and grappling with our own failures to produce the kinds of c…
In Anticipation of Our Editorship
Among the devices that we use to impose order upon a complicated (but by no means unstructured) world, classification--or the division of items into categories based on perceived similarities--must rank as the most general and most pervasive of all. And no strategy of classification cuts deeper--while providing such an even balance of benefits and difficulties--than our propensity for division by two, or dichotomy. Some basic attributes of surrou…
The Questions that Drive Reform
An intriguing way to trace the recent history of teacher education reform is in terms of the major questions that have driven the field and the varying and sometimes competing ways these questions have been constructed, debated, and enacted in research, policy, and practice. Along these lines, a loosely chronological list of the major questions that have driven teacher education over the past 50 years might go something like this: the attributes …
Gambling on the Future
In nearly every state in the union, high-stakes tests are now required both for K-12 and for teacher candidates seeking initial licensing. The tests are more than deserving of their name--in many states, the ultimate stake for is graduation from high school, and the stake for teacher candidates is entry into the teaching profession. Numerous commentaries locate the high-stakes testing movement within the context of larger discussions about the ne…
Teacher Education at the Turn of the Century
The outcomes question in teacher education
Sticks, Stones, and Ideology
Many highly politicized debates about reforming teacher education are embedded within two larger national agendas: the agenda to professionalize teaching and teacher education, which is linked to the K–12 standards movement, and the movement to deregulate teacher preparation, which aims to dismantle teacher education institutions and break up the monopoly of the profession. In this article, the authors analyze how these two agendas are publicly c…
Multicultural Education
There is widespread agreement that we need dramatic changes in ways we do business in American schools. However, there is also enormous disagreement about how we got to where we are today, what changes we actually need, and what role multicultural education has played in process. From some points of view, pressing concern is how to educate all children well, particularly how to teach children of color, children who are poor, and children from div…
Higher Standards for Prospective Teachers
WHAT'S MISSING FROM THE DISCOURSE? The standards movement--and with it new outcomes-based performance assessments and high-stakes paper-and-pencil tests for teachers and students--will arguably have more influence on teaching and teacher education than any other contemporary agenda or innovation. Across the nation, colleges and universities are scrambling to provide evidence that teacher education is a value-added endeavor linked to student achie…
Pedagogy (71 obras) · Sociology (71 obras) · Psychology (68 obras) · Teacher Education and Leadership Studies (66 obras) · Mathematics education (57 obras) · Political science (52 obras) · Teacher education (43 obras) · Educator Training and Historical Pedagogy (35 obras) · Law (34 obras) · Global Education and Multiculturalism (22 obras)