ERIC Number: EJ1019827
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Shaky Methods, Shaky Motives: A Critique of the National Council of Teacher Quality's Review of Teacher Preparation Programs
Fuller, Edward J.
Journal of Teacher Education, v65 n1 p63-77 Jan-Feb 2014
The National Council on Teacher Quality's (NCTQ) recent review of university-based teacher preparation programs concluded the vast majority of such programs were inadequately preparing the nation's teachers. The study, however, has a number of serious flaws that include narrow focus on inputs, lack of a strong research base, missing standards, omitted research, incorrect application of research findings, poor methodology, exclusion of alternative certification programs, failure to conduct member checks, and failure to use existing evidence to validate the report's rankings. All of these issues render the NCTQ report less than useful in efforts to understand and improve teacher preparation programs in the United States. The article also suggests alternative pathways NCTQ could have undertaken to work with programs to actually improve teacher preparation. The article concludes by noting that the shaky methods used by NCTQ suggest shaky motives such that the true motives of NCTQ for producing the report must be questioned.
Descriptors: Criticism, Educational Quality, Teacher Education Programs, Program Effectiveness, Educational Research, Research Methodology, Research Problems, Alternative Teacher Certification, Reputation, Educational Improvement, Educational Policy, Educational Change, Preservice Teacher Education, Professional Associations, Standards, Program Evaluation
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Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A