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ERIC Number: EJ676814
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0162-6620
Complicating the Case for Teacher Education: Asking Different Questions.
Cary, Lisa J.
Action in Teacher Education, v24 n3 p92-99 Fall 2002
Examines how one university institutionalized the Professional Development School (PDS) model. Data from interviews, document analysis, and critical discourse analysis of surrounding texts indicate that the PDS is a complicated reform model, and there is a tendency to valorize institutional efforts and results. The origin of the reform model indicates a top-down implementation involving an exclusivist gendered model of professionalization, suggesting that only "good teachers" were invited. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A