May. 10, 2014
Source: Journal of Teacher Education, 65(3), May/June 2014, p. 185-194
This article provides a rhetorical analysis of Preparing Teachers (2010), a publication of the National Research Council, which reveals then critiques’ key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher accreditation.
Connections are made between these assumptions and the development and influence of scientism in teacher education, and elements of an alternative future are explored.