Toward Teacher Education Research That Informs Policy

Bibliographic Data

ID9735101
AuthorsChristine E Sleeter (0000-0002-4566-8149, California State University, Monterey Bay, corresponding author), Christine Sleeter (California State University Monterey Bay, Monterey, CA)
Year2014
Volume43
Issue3
Pages146-153
Publication date2014-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x14528752
OpenAlexW2102644915
LanguageEN
Citations received39
References cited36

This article investigates the extent to which researchers are currently engaged in a shared research program that offers systematic evidence of the classroom impact of organized venues (preservice as well as inservice) for teacher professional learning. The article stems from concern about policies rooted in suspicion that teacher education is either ineffective or tangential to improving outcomes for students, as well as earlier findings that far too little teacher education research has been designed to address that suspicion with data (Cochran-Smith & Zeichner, 2005; Yoon, Duncan, Lee, Scarloss, and Shapely, 2007). An analysis of 196 articles published in 2012 in four leading teacher education journals internationally found only 1% to report large-scale mixed-methods studies, only 6% to examine the impact of teacher education on teaching practice and/or student learning, and most of the rest to be conducted within rather than across silos. Three recommendations for strengthening teacher education research are offered

Alternative teacher certification · Educational research · Mathematics education · Pedagogy · Professional development · Scale (ratio · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies