Toward a Model to Guide Inquiry in Preservice Teacher Education

Bibliographic Data

ID4824634
AuthorsDonald R Cruickshank (corresponding author)
Year1984
Volume35
Issue6
Pages43-48
Publication date1984-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248718403500610
OpenAlexW2078745364
LanguageEN
Citations received3
References cited11

The absence of a model to guide sys tematic inquiry in teacher education, the author asserts, prevents sustained study in the field. Cruickshank outlines an inquiry model and describes its com ponent parts, which include the follow ing: (a) teacher educators, (b) teacher education students, (c) the contexts of teacher education, (d) the content of the teacher education curriculum, and (e) the instruction in and organization for teacher education. Careful study in each of these areas, he argues, can produce a more substantial professional culture. Furthermore the evolution of a valid inquiry model should enable the emergence of a discipline of teacher education

Curriculum · Field (mathematics) · Mathematics education · Pedagogy · Professional development · Sociology · Teacher education · Teacher Preparation · Diverse Educational Innovations Studies · Education and Critical Thinking Development · Psychology · Teacher Education and Leadership Studies

Tools

Open DOISci-Hub