Handbook of Research on Teacher Education

Enduring Questions in Changing Contexts

Edited by Marilyn Cochran-Smith, Sharon Feiman-Nemser, D. John McIntyre, Kelly E. Demers

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• ISBN: 978-0-8058-4777-2
• Binding: Paperback (also available in Hardback)
• Published by: Routledge
• Publication Date: 30th January 2008
• Pages: 1392

About the Book

The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition:

• stimulates a broad conversation about foundational issues;
• brings multiple perspectives to bear;
• provides new specificity to topics that have been undifferentiated in the past; and
• includes diverse voices in the conversation.

The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions:

• What’s the Point?: The Purposes of Teacher Education
• What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments
• Where Should Teachers Be Taught? Settings and Roles in Teacher Education
• Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention
• Does Difference Make a Difference? Diversity and Teacher Education
• How Do People Learn to Teach?
• Who’s in Charge? Authority in Teacher Education
• How Do We Know What We Know? Research and Teacher Education
• What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education

Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators.

The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org/.

Table of Contents

@contents: Selected Contents: TABLE OF CONTENTS

FOREWORD

W. Robert Houston

PREFACE

ACKNOWLEDGMENTS

PART I. WHAT’S THE POINT?

THE PURPOSES OF TEACHER EDUCATION

Editor: David T. Hansen

Part I Framing Chapters

1. Introduction: Why Educate Teachers?

David T. Hansen

2. Values and Purpose in Teacher Education

David T. Hansen

3. Teacher Education in a Democratic Society: Learning and Teaching the Practices of Democratic Participation

Emily Robertson

4. The Moral and Epistemic Purposes of Teacher Education

Hugh Sockett

Part I Artifacts

Artifact 1.1. Ralph Waldo Emerson, "The American Scholar" (1837)

Reference: Ralph Waldo Emerson, Essays and Lectures. New York: Library of America, 1983. pp. 51-71

Artifact 1.2. Jane Addams, "Socialized Education" (1910)

Reference: Jane Addams, Twenty Years at Hull-House. Urbana: University of Illinois Press, 1990. pp. 244-258

Artifact 1.3. W. E. B. Du Bois, "Of the Coming of John" (1903)

Reference: W. E. B. Du Bois, The Souls of Black Folk. New York: Library of America, 1990. pp. 165-179

Artifact 1.4. John Dewey, "The Need for a Philosophy of Education" (1934)

Reference: John Dewey. The Later Works, 1925-1953, Volume 9: 1933-1934, ed. Jo Ann Boydston. Carbondale: Southern Illinois University Press, 1989. pp. 194-204

Part I Commentaries

5. Is Deliberative Democracy Enough in Teacher Education

Michael W. Apple

6. Advancing the Public Purpose of Schooling and Teacher Education

John I. Goodlad

7. A Thought from Another World: The Professional Education of Black Teachers in Georgia, 1930-1965

Vanessa Siddle Walker

PART II. WHAT SHOULD TEACHERS KNOW?

TEACHER CAPACITIES: KNOWLEDGE, BELIEFS, SKILLS, and COMMITMENTS

Editor: Carl A. Grant

Part II Framing Chapters

8. Introduction: Teacher Capacity

Carl A. Grant

9. Rethinking Teacher Capacity

G. William McDiarmid and Mary Clevenger-Bright

10. Teacher Capacity for Diverse Learners: What Do Teachers Need to Know?

Tyrone C. Howard and Glenda R. Aleman

11. Teacher Capacity and Social Justice in Teacher Education

Carl A. Grant and Vonzell Agosto

Part II Artifacts

Artifact 2.1. James Baldwin, "A Talk to Teachers" (1963)

Reference: James Baldwin, Saturday Review, December 21, 1963. pp. 42-44

Artifact 2.2. Paulo Freire, "Fourth Letter: On the Indispensable Qualities of Progressive Teachers for Their Better Performance" (1998)

Reference: Paulo Freire, Teachers as cultural Workers: Letter to those who dare teach—Weaview Press, 1998. pp. 39-46

Artifact 2.3. M. Greene. The Dialectic of Freedom (1988)

Reference: M. Greene, The Dialectic of Freedom, Teacher College Press, 1988. pp 117-135

Artifact 2.4. Katrina B. Flores, They're Calling Us Names.

Part II Commentaries

12. Do You See What I See? Teacher Capacity as Vision for Education in a Democracy

Maureen D. Gillette and Brian D. Schultz

13. Partial Movements Toward Teacher Quality … And Their Potential for Advancing Social Justice

Kevin K. Kumashiro

14. Dismantling Dichotomies in Teacher Education

Pam Grossman, Morva McDonald, Karen Hammerness, & Matthew Ronfeldt

15. Teacher Capacity for Diversity

Donna M. Gollnick

PART III. WHERE SHOULD TEACHERS BE TAUGHT?

SETTINGS AND ROLES IN TEACHER EDUCATION

Editor: Kenneth Zeichner

Part III Framing Chapters

16. Introduction: Settings for Teacher Education

Kenneth Zeichner

17. Teacher Education Programs as Sites for Teacher Preparation

Kenneth Zeichner and Hilary Conklin

18. An Uneasy Relationship: The History of Teacher Education in the University

David F. Labaree

19. What Kind of Experience? Preparing Teachers in PDS or Community Settings?

Marilynne Boyle-Baise and D. John McIntyre

Part III ARTIFACTS

Artifact 3.1. Linda Darling-Hammond, "The case for university-based teacher education" (1999)

Reference: R. Roth (Ed.) The Role of the University in the Preparation of Teachers. NewYork: Routledge/Falmer, 1999. pp.13-30

Artifact 3.2. Barbara Seidl and Gloria Friend, "Leaving Authority at the Door: Equal-status Community-based Experiences and the Preparation of Teachers for Diverse Classrooms (2002)

Reference: Barbara Seidl and Gloria Friend, Teaching and Teacher Education, 18(4). pp. 421-433

Artifact 3.3. Martin Haberman and Linda Post, "Teachers for Multicultural Schools: The Power of Selection" (1998)

Reference: Martin Haberman and Linda Post, Theory into Practice, 37(2). pp. 97-104

Part III Commentaries

20. The New Teacher Project’s Response to Where Teachers Should be Taught

Michelle Rhee and Karla Oakley

21. Settings for Teacher Education: Challenges in Creating a Stronger Research Base

Sharon P. Robinson

22. Settings are More than Sites

W. Robert Houston

PART IV. WHO TEACHES? WHO SHOULD TEACH?

TEACHER RECRUITMENT, SELECTION, AND RETENTION

Editor: A. Lin Goodwin

Part IV Framing Chapters

23. Defining Teacher Quality: Is Consensus Possible?

A. Lin Goodwin

24. Who is Teaching? Does it Matter?

Karen Zumwalt and Elizabeth Craig

25. Teachers of Color: Quality & Effective Teachers One Way or Another

Mary E. Dilworth and Anthony Brown

26. The Next Generation of Teachers: Who Enters, Who Stays, and Why

Susan Moore Johnson and Susan M. Kardos

27. Teacher Educators as Gatekeepers: Deciding Who is Ready to Teach

A. Lin Goodwin and Celia J. Oyler

Part IV: Artifacts

Artifact 4.1. U.S. Department of Education, Rod Paige, Secretary, "Meeting the Highly Qualified Teachers Challenge: The Secretary’s Annual Report on Teacher Quality" (2002)

Reference: U.S. Department of Education, Office of Postsecondary Education, Office of Policy Planning and Innovation, Meeting the Highly Qualified Teachers Challenge: The Secretary’s Annual Report on Teacher Quality, Washington, D.C., 2002.

Artifact 4.2. National Collaborative on Diversity in the Teaching Force, "Assessment of Diversity in America’s Teaching Force" (2004)

Reference: National Collaborative on Diversity in the Teaching Force, Assessment of diversity in America’s teaching force: A call to action. Washington, DC: National Education Association, October 2004.

Artifact 4.3. Photo: African American Teacher

Artifact 4.4. Photo: Mexican School

Artifact 4.5. Photo: Native American school/teachers

Artifact 4.6. F. Chang, "An Accommodation Program for Second-generation Chinese" (1934)

Reference: F. Chang, An Accommodation Program for Second-generation Chinese, Sociology and Social Research. 18, 1934. pp 541-543

Artifact 4.7. INTASC, "Model Standards for Beginning Teacher Licensing, Assessme

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