Critiquing Teacher Preparation Research
Critiquing Teacher Preparation Research
复制标题
批评教师准备研究
DOI：
10.1177/0022487114558268
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发表时间：
2015
影响因子：
3.9
通讯作者：
Rebecca Stern
中科院分区：
文献类型：
--
作者：
Marilyn Cochran;A. Villegas;Linda Abrams;Laura C. Chávez;T. Mills;Rebecca Stern
这是一个两部分的文章，旨在提供教师教育者的蔓延和不平衡的研究领域的教师准备通过识别，分析和批评其主要程序的凝聚力的概述。本文讨论了教师为知识社会做准备的研究和教师为多样性和公平做准备的研究，这是作者通过对2000-2012年初始教师教育研究的大规模审查确定的第二和第三个研究计划。在他们的“教师准备作为历史情境的社会实践研究”理论/分析框架的指导下，作者描述了包括每个研究项目的多个研究集群，并研究了研究人员在每个集群中从事的社会实践。本文还提出了新的研究方向，教师教育的基础上，在文献中的空白和我们的优势和劣势的现有领域的分析。
This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity, the second and third programs of research the authors identified through their massive review of research on initial teacher education, 2000-2012. Guided by their “Research on Teacher Preparation as Historically Situated Social Practice” theoretical/analytic framework, the authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each. This article also suggests new directions for research on teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing field.