Search results for: Hammerness Karen M.
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The current article draws upon data from a larger study of teacher preparation in New York City which is engaged in examining the features of both alternative and traditional pathways into teaching. The authors found that less than half of the traditional programs required any coursework in classroom management. Early entry candidates were more likely to have had a course in classroom management.
Updated: Jan. 28, 2013
In this paper, the authors argue that teacher educators need to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, teacher educators will need to undo a number of historical divisions that underlie the education of teachers. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
Updated: Jul. 20, 2009
Constructing Coherence- Structural Predictors of Perceptions of Coherence in NYC Teacher Education Programs
The article explores the concept of coherence. The authors investigate the relationship between students' perceptions of coherence and a number of structural features of teacher education programs to help develop a stronger definition of one important dimension of coherence—the relationship between fieldwork and coursework,
Updated: Oct. 26, 2008