The New Teacher Education: For Better or for Worse?
The New Teacher Education: For Better or for Worse?
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新教师教育：是好是坏？
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Marilyn Cochran
中科院分区：
文献类型：
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作者：
Marilyn Cochran
本文解读了教师教育领域的现状，确定了当前的改革、新兴趋势和新的基本前提。作者认为，“新教师教育”的出现由三个紧密相连的部分组成：它被构建为一个公共政策问题，基于研究和证据，并由结果驱动。文章对这些文章进行了阐释和批评，证明新的教师教育既有好处也有坏处。文章的结论是，关心公共教育的教育学者必须挑战新兴教师教育中最狭隘的方面，在其最有前途的方面基础上发展，并与其他人合作改变辩论的术语。
This article offers a reading of the current state of the field of teacher education, identifying current reforms, emerging trends, and new underlying premises. The author argues that a “new teacher education” has been emerging with three closely coupled pieces: It is constructed as a public policy problem, based on research and evidence, and driven by outcomes. Illustrating and critiquing each of these pieces, the article makes the case that the new teacher education is both for the better and for the worse. The article concludes that education scholars who care about public education must challenge the narrowest aspects of the emerging new teacher education, building on its most promising aspects and working with others to change the terms of the debate.