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- W2052806431 abstract "Since the mid-eighties, national organizations have been working together in an effort to reform schools and, more specifically, to reform teaching. Paralleling the movement toward developing curriculum standards for students, professional standards for teachers have also been developed for the purpose of teacher education program accreditation. The objective of this national coalition is to strengthen the teaching profession and raise its standards—eventually enhancing the quality of student learning—by redesigning teacher licensing and accountability requirements for teacher education programs, and engaging teachers in on-going professional development. In this study we address three specific questions: (1) what representations of teaching and teachers are portrayed in the professional teaching standards, their related policies and assessment? (2) how are standards-based reform policies affecting teacher education programs? (3) what representations or conceptions of teaching and teachers are currently reflected in teacher education programs in the context of this reform? To address these questions two states were selected as test cases. Reform documents, policies and practices, as well as interviews with key participants in the reform (e.g., teacher educators, state-level administrators) are described and analyzed, and constitute the evidential basis for this study. The patterns emerging from the data indicate that teacher educators’ degrees of resistance or cooperation with externally imposed frameworks is influenced by their conception of teaching, education and its purpose. Further, as teacher educators uncritically participate in the standards-based movement it becomes impossible for them to entertain alternative perspectives on teaching and education outside of the framework provided to them by the standards." @default.
- W2052806431 created "2016-06-24" @default.
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- W2052806431 date "2001-07-01" @default.
- W2052806431 modified "2023-09-26" @default.
- W2052806431 title "Representations of teaching and standards-based reform: are we closing the debate about teacher education?" @default.
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- W2052806431 doi "https://doi.org/10.1016/s0742-051x(01)00013-0" @default.
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