Source: Action in Teacher Education, Volume 35, Issue 3, 2013, pages 204-222
In this article, the authors used mixed-methods approaches and cross-case analysis procedures of a study of 10 teacher-preparation programs across the United States.
The teacher candidates' perceptions of their learning were contextualized in terms of the 2003 to 2010 Standards for the Teaching Profession of the International Reading Association.
The authors identified signature aspects of the programs that captured key elements unique to each institution and compared teacher candidate perceptions of learning with the expressed intentions of the faculty.
Findings indicate some deficiencies across the institutions as well as many strengths and key attributes.