NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022837
Record Type: Journal
Publication Date: 2014-Apr
Pages: 8
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0013-189X
Toward Teacher Education Research That Informs Policy
Sleeter, Christine
Educational Researcher, v43 n3 p146-153 Apr 2014
This article investigates the extent to which researchers are currently engaged in a shared research program that offers systematic evidence of the classroom impact of organized venues (preservice as well as inservice) for teacher professional learning. The article stems from concern about policies rooted in suspicion that teacher education is either ineffective or tangential to improving outcomes for students, as well as earlier findings that far too little teacher education research has been designed to address that suspicion with data (Cochran-Smith & Zeichner, 2005; Yoon, Duncan, Lee, Scarloss, and Shapely, 2007). An analysis of 196 articles published in 2012 in four leading teacher education journals internationally found only 1% to report large-scale mixed-methods studies, only 6% to examine the impact of teacher education on teaching practice and/or student learning, and most of the rest to be conducted within rather than across silos. Three recommendations for strengthening teacher education research are offered.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A