教师教育中的真理与后果

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-03-01 DOI:10.1177/00224871231160386

L. Shulman

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引用次数: 0

摘要

真理及其在教师教育中的后果形成了一张相互关联的关系网，使我们的注意力与意图保持一致。这篇文章回应了我20年前写的一篇文章，我在一个更现代的背景下审视了这些假设、问题和可能性。虽然许多想法仍然很突出，但对我所解释的真相和我所研究的后果的研究，为过去二十年中教师教育的真相和后果提供了新的线索。

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Truth and Consequences in Teacher Education

Truth and its consequences in teacher education form a web of interconnected relationships that align our attentions with our intentions. This article responds to an essay I wrote twenty years ago, and I examine the assumptions, questions, and possibilities in the frame of a more modern context. While many of the ideas remain salient, an examination of the truths I explained and the consequences I examined have shed new light on what truths and consequences for teacher education have unfolded in the last two decades.

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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).