File Download
There are no files associated with this item.
Supplementary
-
Citations:
- Appears in Collections:
Book Chapter: Teacher educators as gatekeepers: Deciding who is ready to teach
Title | Teacher educators as gatekeepers: Deciding who is ready to teach |
---|---|
Authors | |
Issue Date | 2008 |
Publisher | Routledge, Taylor & Francis Group and the Association of Teacher Educators. |
Citation | Teacher educators as gatekeepers: Deciding who is ready to teach. In Cochran-Smith, M, Feiman-Nemser, S, McIntyre, DJ, Demers, KE (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (Third Edition), p. 468-490. New York: Routledge, Taylor & Francis Group and the Association of Teacher Educators, 2008 How to Cite? |
Abstract | Without a doubt, the issue of teacher quality is currently one of the most pressing concerns expressed by policy makers, the media, the public at large, and by educators themselves. Within the national educational discourse, there are a multitude of opinions about how teacher quality should be defined, and these opinions are not only varied but often contradictory. We are immersed in debates regarding what teachers should know and be able to do, the qualities and preparation teachers should have, where teacher preparation should take place (if at all), and what this preparation should include—or exclude (Berry et al., 2004; Cochran-Smith, 2001b; Cochran-Smith & Fries, 2005; Lasley et al., 2002). The widespread perception that teaching ability is more innate than learned continues to fuel arguments that pedagogy is unnecessary and that good teaching relies primarily on content knowledge and “verbal ability” (Goldhaber & Brewer, 1995; Hess, 2004; Kanstroroom & Finn, 1999; U.S. Department of Education, 2002; Walsh, 2001). In contrast, others—particularly educators—are of the opinion that learning to teach is complex and difficult and requires the acquisition of specialized knowledge and professional methods through formal study and apprenticeship (Cochran-Smith, 2004; Holt-Reynolds, 1999; Monk, 1994; National Commission on Teaching and America’s Future (NCTAF), 1996, 1997; Shulman, 1987). |
Description | Part 4: Who Teaches? Who Should Teach? Teacher recruitment, selection, and retention: Framing chapters (https://www.taylorfrancis.com/books/9780203938690/chapters/10.4324/9780203938690-20) |
Persistent Identifier | http://hdl.handle.net/10722/283872 |
ISBN |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Goodwin, AL | - |
dc.contributor.author | Oyler, C | - |
dc.date.accessioned | 2020-07-14T09:00:17Z | - |
dc.date.available | 2020-07-14T09:00:17Z | - |
dc.date.issued | 2008 | - |
dc.identifier.citation | Teacher educators as gatekeepers: Deciding who is ready to teach. In Cochran-Smith, M, Feiman-Nemser, S, McIntyre, DJ, Demers, KE (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (Third Edition), p. 468-490. New York: Routledge, Taylor & Francis Group and the Association of Teacher Educators, 2008 | - |
dc.identifier.isbn | 9780805847765 | - |
dc.identifier.uri | http://hdl.handle.net/10722/283872 | - |
dc.description | Part 4: Who Teaches? Who Should Teach? Teacher recruitment, selection, and retention: Framing chapters (https://www.taylorfrancis.com/books/9780203938690/chapters/10.4324/9780203938690-20) | - |
dc.description.abstract | Without a doubt, the issue of teacher quality is currently one of the most pressing concerns expressed by policy makers, the media, the public at large, and by educators themselves. Within the national educational discourse, there are a multitude of opinions about how teacher quality should be defined, and these opinions are not only varied but often contradictory. We are immersed in debates regarding what teachers should know and be able to do, the qualities and preparation teachers should have, where teacher preparation should take place (if at all), and what this preparation should include—or exclude (Berry et al., 2004; Cochran-Smith, 2001b; Cochran-Smith & Fries, 2005; Lasley et al., 2002). The widespread perception that teaching ability is more innate than learned continues to fuel arguments that pedagogy is unnecessary and that good teaching relies primarily on content knowledge and “verbal ability” (Goldhaber & Brewer, 1995; Hess, 2004; Kanstroroom & Finn, 1999; U.S. Department of Education, 2002; Walsh, 2001). In contrast, others—particularly educators—are of the opinion that learning to teach is complex and difficult and requires the acquisition of specialized knowledge and professional methods through formal study and apprenticeship (Cochran-Smith, 2004; Holt-Reynolds, 1999; Monk, 1994; National Commission on Teaching and America’s Future (NCTAF), 1996, 1997; Shulman, 1987). | - |
dc.language | eng | - |
dc.publisher | Routledge, Taylor & Francis Group and the Association of Teacher Educators. | - |
dc.relation.ispartof | Handbook of research on teacher education: Enduring questions in changing contexts (Third Edition) | - |
dc.title | Teacher educators as gatekeepers: Deciding who is ready to teach | - |
dc.type | Book_Chapter | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.spage | 468 | - |
dc.identifier.epage | 490 | - |
dc.publisher.place | New York | - |
dc.identifier.partofdoi | 10.4324/9780203938690 | - |