The Practice of Preservice Teacher Education
Preservice
Bibliographic Data
| ID | 4308076 |
|---|---|
| Authors | Robert L Egbert (University of Nebraska–Lincoln, corresponding author) |
| Year | 1985 |
| Volume | 36 |
| Issue | 1 |
| Pages | 16-22 |
| Publication date | 1985-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718503600105 |
| OpenAlex | W345540929 |
| Language | EN |
| References cited | 5 |
Using the ideas of critics from outside and inside the profession, Egbert describes what teacher education is like in America. He proposes, using four different models and critiques, what teacher preparation should be; he also examines several unique teacher educa tion programs. Egbert argues that the biggest danger confronting educators is the possibility that legislators, state departments of education, and public opinion will force the substitution of test scores for serious teacher evaluation, course credits for program rigor, and teaching apprenticeships for clinical programs of teacher education
Higher education · Mathematics education · Pedagogy · Political science · Sociology · Teacher education · Diverse Educational Innovations Studies · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |