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ERIC Number: EJ964424
Record Type: Journal
Publication Date: 2011
Pages: 4
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-0890-6459
Enhancing Teaching and Learning: The Role of Research in Teacher Education
Zumwalt, Karen
Teacher Education and Practice, v24 n4 p491-494 Fall 2011
In the early 1980s, process-product research to determine effective teaching practices was replacing efforts to "teacher-proof" the curriculum. Now 30 years later, although both these efforts did not lead to hoped-for changes, scientifically based research and data-driven instruction dominate the improvement discourse. Given the current context, new knowledge, and evolving goals for schooling, the author shares her critique of a technical approach that won the American Educational Research Association's first Interpretive Scholarship Award in 1983. In both eras, she believes simplistic visions of teaching and curriculum underlie these well-intentioned but misguided efforts to improve the quality of teaching and learning. Teaching is viewed as a set of knowledge and skills that good teacher-training programs can ensure its graduates acquire and apply on the job. Curriculum is narrowed to student outcomes, as defined by the tests used to collect evidence of student achievement and teacher performance. The purposes of schooling often seem reduced to preparing students for reading and math achievement tests. In a world seeking simple answers to complex issues, it is understandable that research is viewed as something that needs to be translated for teachers so they can apply it in their practice. Teachers need evidence-based curriculum that they can implement with fidelity. In this article, the author discusses the role of research in teacher education.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top