How teacher education matters

被引:373
作者
Darling-Hammond, L [1 ]
机构
[1] Stanford Univ, Stanford, CA 94305 USA
关键词
D O I
10.1177/0022487100051003002
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none. Recent evidence also indicates that reforms of teacher education creating more tightly integrated programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching. An important contribution of teacher education is its development of teachers' abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom.
引用
收藏
页码:166 / 173
页数:8
相关论文
共 42 条
[1]   DIFFERENCES BETWEEN GRADUATES OF 4-YEAR AND 5-YEAR TEACHER PREPARATION PROGRAMS [J].
ANDREW, MD .
JOURNAL OF TEACHER EDUCATION, 1990, 41 (02) :45-51
[2]  
[Anonymous], 1995, Action in Teacher Education
[3]  
[Anonymous], 1989, EDUC EVAL POLICY AN
[4]  
[Anonymous], 1996, WHAT MATT MOST TEACH
[5]  
[Anonymous], 1992, PEABODY J EDUC
[6]  
ARCH EC, 1989, ANN M AM ED RES ASS
[7]  
Ashton P., 1986, FLORIDA J TEACHER ED, V3, P73
[8]  
BEGLE EG, 1972, 28 MATH ASS AM NAT C
[9]  
BLISS T, 1992, PEABODY J EDUC, V67, P35
[10]  
BYRNE, 1983, M NE ED RES ASS ELL