Reprint
The Turn Once Again Toward Practice-Based Teacher Education
Bibliographic Data
| ID | 4308731 |
|---|---|
| Authors | Ken Zeichner (University of Washington, Seattle, USA, corresponding author) |
| Year | 2023 |
| Volume | 74 |
| Issue | 2 |
| Pages | 171-177 |
| Publication date | 2023-03-01 |
| 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 | 10.1177/00224871231161459 |
| OpenAlex | W4362599914 |
| Language | EN |
| References cited | 13 |
Current work to identify the core teaching practices that should be included in teacher education curriculum is a part of a long-standing tradition of reform in American teacher education. This article situates the proposals of Hiebert and Morris and the contemporary work to which it is linked within this historical tradition and identifies several issues that need to be addressed by this current work. These include the task of developing a system that unlike performance-based systems in the past is evidence-based, manageable, and sustainable, and that does not ignore important aspects of good teaching
Curriculum · Economics · Management · Mathematics education · Pedagogy · Reprint · Sociology · Task (project management) · Teacher education · Teaching method · Work (physics) · Collaborative Teaching and Inclusion · Diverse Educational Innovations Studies · Engineering · Psychology · Teacher Education and Leadership Studies
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
Ambitious Pedagogy by Novice Teachers
Traditions of practice in U.S. preservice teacher education programs
Guest Editor' Introduction
Teacher Education
The Work of Teaching and the Challenge for Teacher Education
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Highly cited | No |
|---|