Search results for: Cochran-Smith Marilyn
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The present paper argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. This research focuses on two broad animating questions: “the policy question” and “the learning question.” The authors recommend that future research address questions that link teacher learning with student learning and teacher candidates’ beliefs and practices as well as questions that examine the relationships between research practices and social, economic and institutional power.
Updated: May. 03, 2017
This article examines the challenges and the promises of complexity theory as a framework for teacher education research. One purpose is to elaborate the basic tenets of complexity theory, summarize its previous uses, and identify key challenges. A second purpose is to propose a new research platform that combines complexity theory with critical realism (CT-CR) and prompts a new set of empirical questions and research methods. This article concludes that the combination of complexity theory and critical realism offers a unique platform for teacher education research, which has theoretical consistency, methodological integrity, and practical significance.
Updated: Nov. 08, 2016
This is the second of a two-part paper intended to offer teacher educators a cohesive overview of the field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The paper discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity. The authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each.
Updated: Dec. 28, 2015
This article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. The framework combines ideas from the sociology of knowledge and research as social practice. The article also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education.
Updated: Dec. 28, 2015
The purpose of this article is to offer a conceptual analysis of empirical research on teachers’ education and outcomes that is linked to the political controversies and policy debates that shape it. The review reveals that there are six distinguishable genres that examine connections between teachers’ education and posteducation outcomes: teacher certification and its correlates, teachers’ educational backgrounds and the teacher workforce, entry pathways into teaching and their consequences, teacher preparation programs and their graduates, teacher preparation and learning to teach in the early career years, and teachers’ life experiences and beliefs/practices.
Updated: May. 28, 2012
This article analyses efforts at one institution to respond to demands for higher education accountability through the development and implementation of an institution-specific, programme-level model of assessment and accountability. In conclusion, the authors suggest that the programme-specific accountability model with the four components they have elaborated on in this article is potentially applicable to any higher education institution or programme seeking to respond to internal and external accountability demands.
Updated: May. 26, 2011
Currently the press to make policy and practice decisions on the basis of evidence is being coupled with recognition that real change requires shifts in organizational culture. In this article, the authors problematize the notion of a “culture of evidence” in teacher education. Then the article identifies four key aspects involved in efforts to create a culture of evidence at one institution over a five-year period. The authors suggest that building cultures of evidence has the potential to be transformative in teacher education, but only if challenges related to sustainability, complexity, and balance are addressed.
Updated: Mar. 14, 2010
This paper builds on the argument that during the late 1990s and into the early 2000s, a ‘new teacher education’ emerged in the USA. It was constructed as a public policy problem, based on research and evidence, and driven by outcomes. This new teacher education is both for better and for worse. The paper suggests that the trends that characterized the emergence of the new teacher education have continued and intensified, especially in light of larger national and global policy and political issues.
Updated: Feb. 12, 2009
The participants in Boston College's 'Teachers for a New Era' Evidence Team designed a portfolio of assessments and studies in order to make decisions about teacher education policy and practice that were informed by research and evidence. This paper describes one project in the portfolio - a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre-service period to teachers in the first few years of work in the profession.
Updated: Feb. 02, 2009