Responding to Our Critics
From Crisis to Opportunity in Research on Teacher Education
Bibliographic Data
| ID | 4908540 |
|---|---|
| Authors | Pam Grossman (Stanford University, corresponding author) |
| Year | 2008 |
| Volume | 59 |
| Issue | 1 |
| Pages | 10-23 |
| Publication date | 2008-01-01 |
| 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 | 10.1177/0022487107310748 |
| OpenAlex | W2044259717 |
| Language | EN |
| Citations received | 43 |
| References cited | 18 |
This article uses Andrew Abbott's concept of jurisdictional challenge to analyze the current challenges facing university-based teacher educators. The author suggests that teacher educators are dangerously close to losing jurisdiction over two key professional tasks-the preparation of new professionals and the production of academic knowledge for the profession. The author then argues for the need for researchers in teacher education to respond to such jurisdictional challenges by focusing on pressing policy issues regarding the preparation of teachers and by strengthening the quality of research
Engineering ethics · Epistemology · Jurisdiction · Key (lock) · Pedagogy · Political science · Professional development · Public relations · Quality (philosophy) · Sociology · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Engineering · Law · Psychology · Teacher Education and Leadership Studies
Back to the Future
Assessing Competence Development and Emotional Responses During the Practical Semester of Vocational Student Teachers in Germany
Profession or Marketplace? Mapping the Competing Logics of K–12 Teacher Education Reform
High-stakes assessment in elementary education teacher preparation
Developing pre-service teachers’ adaptive expertise through STEM-CT integration in professional development and residency placements
The Covid-19 pandemic and its effects on teacher education in England
Deconstructing the standards for ‘high quality’ initial teacher education in Ireland
Approximating Teaching
Impact Evaluations of Teacher Preparation Practices
Who Are We Without Academic Freedom
Teacher education effectiveness as an emerging research paradigm
When context meets knowledge in university professional education
Collaborating alone? Teachers’ and pedagogues’ unequal cross-professional collaboration and what it means for their professional learning in Danish schools
Bridging the gap between theory and practice
Movie Lessons
Situated learning theory and the pedagogy of teacher education
Opportunities to develop adaptive teaching expertise during supervisory conferences
Development of a post-lesson observation conferencing protocol
Understanding teacher knowledge from a Cultural Psychology approach
Diffusion in a vacuum
Constructing imaginary classrooms
Linking practice to theory in teacher education
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Policy reform
The Group Interview Experience as a Tool for Admission to Teacher Education
The Urban Teacher Residency Model to Prepare Teachers
When Context Has Content
Effectiveness Research for Teacher Education
On the Path to Becoming “Highly Qualified”
Teacher professionalism, expertise and the jurisdictional struggle
Investigating the Knowledge Needed for Teaching Mathematics
Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana
Teaching as a Clinical Profession
An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
Deans' Corner
Democratizing Teacher Education
The Teacher Educator's Role in Enhancing Teacher Quality
A Pluralistic Approach to the Revitalization of Teacher Education
Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching
Judging Research in Teacher Education
Toward Strengthening the Preparation of Teacher Educator-Researchers in Doctoral Programs and Beyond
Teachers' pedagogical content knowledge and its relation with students' understanding
Using Mead's Theory of Emergence as a Framework for Sociological Inquiry into Pre-Service Teacher Education
The education of American teachers
Who will teach?
The System of Professions
Teacher Sorting and the Plight of Urban Schools
How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement
Teacher Education for Democracy and Social Justice
The New Scholarship in Teacher Education
Reclaiming Education’s Doctorates
Preparing Education Doctoral Students for Epistemological Diversity
Educational Wastelands
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Complex by Design
A Systemic Approach to Enhancing Teacher Quality
| Unique citing works | 43 |
|---|---|
| Citations per year | 2,39 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 42 |