Studying teacher preparation: The questions that drive research

Abstract

This article argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. The analysis is guided by the framework of "research as historically situated social practice," which emphasizes that researchers' interests, commitments, and social experiences guide the research questions they pursue and the theories and perspectives they adopt. Past research on initial teacher education is described in terms of the emergence of three broad questions: "the curriculum question," "the effectiveness question," and "the knowledge question." Present research focuses on two broad animating questions: "the policy question" and "the learning question." We recommend that future research address questions that link teacher learning with student learning and teacher candidates' beliefs and practices as well as questions that examine the relationships between research practices and social, economic and institutional power.

The Technological Approach to the Studying of Literature in School

“…)» (Vitchenko, 2013, p. 51), «new scientific approaches to the analysis and organization of the educational process», signs of which are a systematic analysis in solving practical problems and the criterion of optimality (Shuldyk, 2012, p. 18). We agree with the position of domestic and foreign scientists, who consider technology as a means of optimizing education, improving the effectiveness of learning, as a systematic method of building and learning based on available resources, and teaching as a complex intellectual work and as a continuous professional life (Cochran-Smith, Villegas, 2015). Innovative processes in the ways and means of teaching have opened a wide range of opportunities for the modern teacher and at the same time the danger of their destructive activities in the classroom.…”

“I Stopped Sleeping”: Teachers of Color and the Impact of Racial Battle Fatigue

“…The increasingly prescriptive curriculum and depoliticized nature of teacher development (Cochran-Smith & Villegas, 2015; Pabon, 2016) result in environments that work against the needs and success of students of Color. And although teachers of Color are often recruited for their ability to reach students of Color (Eddy & Easton-Brooks, 2011; Pabon, 2016), many teachers of Color report that they are made to feel like outsiders in their own schools and communities (Bristol, 2018; Kohli & Pizarro, 2016).…”

Millennial generation preservice teachers inspiring the design of teacher education

“…We draw on the research of TEPs, which are considered vital just because they influence prospective teachers' practice, attitudes, competencies and career commitment (Cochran- Smith and Villegas 2014;Darling-Hammond 2006;Zeichner and Conklin 2005). Research also shows that quality programmes are those that are rated highly by graduates or have an extensive pedagogical and methodological orientation (DeAngelis, Wall, and Che 2013; Ingersoll, Merrill, and May 2014).…”