The “Turn Once Again Toward Practice-Based Teacher Education” Revisited

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-03-01 DOI:10.1177/00224871231160401

Kenneth M. Zeichner

引用次数: 3

Abstract

This paper provides an analysis of how work on practice-based teacher education has evolved and remained the same since 2012.

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再论“教师教育再次转向实践”

本文分析了自2012年以来，基于实践的教师教育工作是如何演变和保持不变的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).