ERIC Number: EJ676814
Record Type: Journal
Publication Date: 2002
Reference Count: N/A
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
Authoring Institution: N/A