Responds to an article by Goodlad that points out the "congenital malaise" in teacher education, discussing what is needed to effect a cure. Suggests that Goodlad neglected to mention that the undergraduate major in education is partially responsible for this malaise, and it has been a mistake to package professional coursework into an…

Responds to Goodlad's article on teacher education's journey over the past century and its current malaise, suggesting that the rest of the journey is up to teacher education faculty, their university colleagues, and partners within communities and schools who must work to improve education. Describes Massachusetts' experience in attempting to…

Responds to Goodlad's article, suggesting that schools of education should not have just one purpose. Explores constraints due to their university locations; new conceptions of modern forms of knowledge to apply to the production and dissemination of knowledge in teacher education; and context-specific networks of organization within and outside…

Responds to Goodlad's comments that a school of education not preparing teachers is an anomaly that provokes mischief, suggesting that it also promotes disbelief. States that the primary mission of schools, colleges, and departments of education (SCDEs) is the preparation of teachers, noting that many SCDEs have lost sight of that focus and…

Responds to Goodlad's article, arguing that the institutional regard in which schools of education are held and their long-run operational prospects cannot be separated from broader policy issues (e.g., the education system's accountability and incentive agreements). Only the development of an empirically based ability to discern good teaching can…

Responds to Goodlad's article, "Whither Schools of Education?" suggesting that it is a negative piece, arguing that Goodlad should be much more optimistic and hopeful, and explaining that Goodlad's humanitarian narrative and his collaboration design will become the dominant model for teacher education in the future (though his agenda will flourish…

Responds to Goodlad's article, noting the similarity of problems in teacher education and educational research, both of which occur in schools of education. Examines issues that must be addressed if change is to occur, noting the "inhospitable surround" of schools of education and juxtaposing the history of educational research with the history of…

Responds to Goodlad's article, "Whither Schools of Education," discussing the importance of context (the bureaucratic, historical, political, and social structure of the larger college structure) and noting that few schools of education are able to find their way out of their current muddle. Makes some correctives on research conducted with…

Describes the rigors of institutionalized Professional Development Schools (PDS), demonstrating the symbiotic, difficult nature of the relationship. Researchers evaluated one elementary partnership program via interviews with all PDS participants. Results provided information on the changing roles of teacher educators, cooperating teacher…

Presents the experiences of high school science teachers who initiated tracking reform in their school, generating substantial debate and conflict in their community. The conflict illuminates key challenges teachers may encounter as they promote educational and social change. The paper notes implications for preservice teacher education,…

Analyzes various documents related to renewal of one university's preservice-teacher-education program. Describes design choices that represented significant breaks with past practice (total program planning, partner schools for all teacher candidates, operating within sustainable budgets, and shared governance) and examines resulting consequences…

Examined beginning teachers' needs when working in an urban school district with a university-supported collaborative peer-assistance-and-review program. Surveys and interviews indicated participants had to address issues of survival before moving toward instructional concerns and professional growth. They were able to be successful managers and…

Describes the PEERS (Promoting Educational Excellence Regionally and Statewide) academy, a series of two-week professional development workshops to model best practices in K-12 science and mathematics teaching and to encourage more constructivist teaching approaches. Participants completed program evaluations and a followup study involving…

Examines ethical dilemmas encountered during an ethnographic study of how the concept of competence at a Scottish teacher-education institution included the need to prepare future teachers as critical professionals able to handle diversity. The paper discusses negotiations in the fieldwork, constraints imposed upon it, and potential for developing…

Examined middle-school-level integrated mathematics and science education, analyzing the beliefs of teachers in such programs and investigating mathematical and scientific tasks students engaged in during classroom instruction. Results indicated that teachers faced various struggles and only integrated mathematics and science to a limited extent.…