ERIC Number: EJ1033171
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 64
Innovation and the Evolving System of U.S. Teacher Preparation
Wilson, Suzanne M.
Theory Into Practice, v53 n3 p183-195 2014
A longstanding tradition criticizes education schools for their presumed vapid curriculum, out-of-touch faculty, irrelevance, and suffocating ideology. What is different at present is the enthusiasm for alternatives to university-based teacher preparation, as well as the increasing interest in holding teacher preparation programs accountable. I begin by briefly summarizing the criticisms of traditional university-based teacher preparation. I then describe a set of ideas--an ideology--that are central to new efforts to improve teacher education that have altered the landscape (Grossman & Loeb, 2008), including the need to involve social entrepreneurs, the use of data, and holding teacher education accountable in more public ways, including posting value-added scores for program graduates. I conclude with a discussion of unresolved issues that teacher educators all face.
Descriptors: Teacher Education Programs, Educational Innovation, Educational Change, Educational Development, Alternative Teacher Certification, Accountability, Ideology, Educational Improvement, Criticism, Tests, Teacher Evaluation, Academic Standards, Teacher Effectiveness, Educational Practices, College Outcomes Assessment
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A