NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ579905
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0190-2946
Knowledge versus Pedagogy: The Marginalization of Teacher Education.
Maher, Frances; Tetreault, Mary Kay
Academe, v85 n1 p40-43 Jan-Feb 1999
The traditional dichotomy in higher education between the world of knowledge and that of pedagogy also defines the role of the field of teacher education. Recent initiatives to improve undergraduate teaching have ignored potential contributions of teacher preparation programs and education departments to campuswide discussions of learning, leaving education students and faculty and their curricula isolated and demeaned. (MSE)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Theme issue: "Educating Our Teachers."