Relocating Teacher Preparation to New Graduate Schools of Education

Autor/in	Cochran-Smith, Marilyn
Titel	Relocating Teacher Preparation to New Graduate Schools of Education
Quelle	In: New Educator, 17 (2021) 1, S.1-20 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2020.1814466
Schlagwörter	Teacher Education Programs; Schools of Education; Graduate Study; Educational Innovation; Program Effectiveness; Preservice Teacher Education; Educational Policy; Educational History; Educational Change; Experiential Learning; Educational Research; Program Content; Institutional Characteristics; Context Effect + Suchen Sie Ihr Suchwort? Erziehungswissenschaftliche Fakultät; Aufbaustudium; Graduiertenstudium; Hauptstudium; Instructional innovation; Bildungsinnovation; Lehramtsstudiengang; Lehrerausbildung; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Bildungsreform; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsforschung; Pädagogische Forschung; Programmgestaltung
Abstract	The relocation of teacher preparation to "new graduate schools of education" (nGSEs) is a highly controversial "innovation" within the rapidly expanding field of teacher education. This introductory article to a guest-edited issue of "The New Educator" focused on nGSEs defines teacher preparation at nGSEs and analyzes their characteristics. The article identifies the intersecting political, professional, and policy contexts and conditions out of which teacher preparation at nGSEs emerged, pointing out that popular and professional reactions and responses to this innovation have been extremely mixed. The article also provides information about the design of the larger study from which all the articles in the issue draw. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01