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• W2464878656 abstract "For almost as long as there have been institutions dedicated to the preparation of new teachers, the endeavor has come in for criticism. education has long struggled both to professionalize and to fully integrate itself into mainstream academia. At the core of this struggle was a perception that there was no body of specialized knowledge for teaching that justified specialized training. Over the last few decades, criticism of teacher preparation has shifted away from a largely academic debate to the troubling performance of American students. Shocked by teacher education's refusal to train teachers to use scientifically based reading methods, Reid Lyon, who headed a 30-year study at the National Institutes of Health of how people best learn to read, once stated, If there was any piece of legislation that I could pass it would be to blow up colleges of The suggestion was repeated in a 2009 speech by Craig Barrett, the former chair of Intel Corporation, who had been working to improve math and science education. Arne Duncan, the Obama administration's secretary of education, having previously served as schools superintendent in Chicago, one of the nation's most troubled school districts, gave back-to-back speeches early in his tenure decrying the state of the field: By almost any standard, many if not most of the nation's 1,450 schools, colleges, and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st-century classroom, and America's university-based teacher preparation programs need revolutionary change, not evolutionary thinking. An occasional insider has joined the fray. Arthur Levine, former dean of what many consider to be the preeminent teacher-preparation program, Teachers College, Columbia University, has been savage in his criticism: Teacher education is the Dodge City of the education world. Like the fabled Wild West town, it is unruly and disordered, he wrote in 2006. He then swiftly abandoned his involvement with traditional teacher preparation altogether, starting up his own alternative pathway to teaching, the Woodrow Wilson fellowships. At the time, his remarks were viewed as mutinous by many of his colleagues, particularly his view that the primary accrediting body for teacher education, the National Council for Accreditation of Education (NCATE), ought to be scrapped. Several years later, insiders conceded that Levine had been right. Accreditation is now being revamped under a new name, the Council for the Accreditation of Educator Preparation (CAEP). The Perspective of Educators Almost all teacher educators acknowledge that the field has deep problems, but their concern has seldom been about the issues raised by external critics such as lack of selectivity, an imbalance between content and pedagogy, or the lack of value delivered. These differences aren't always recognized because the insider critiques often sound a lot like the external critiques. In reality, insiders are more concerned about the chaos in the field. The core of insider complaints is not that the profession is marching in the wrong direction, as some believe, but that too many of its foot soldiers are out of step, inadequately provisioned, and carrying the wrong weapons. This disarray is not surprising, given that the training takes place at 1,450 higher-education institutions in the United States, each of which houses anywhere from three to seven teacher-preparation programs. Fewer than half of these institutions have earned national accreditation--an anomaly not found in other professions--leaving the rest answerable to no one. [ILLUSTRATION OMITTED] The most revealing insight into what teacher educators believe to be wrong or right about the field is a lengthy 2006 volume published by the American Educational Research Association (AERA), Studying Education. It contains contributions from 15 prominent deans and education professors and was intended to provide balanced, thorough, and unapologetically honest descriptions of the state of research on particular topics in teacher education. …" @default.
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• W2464878656 date "2013-06-22" @default.
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• W2464878656 title "21st Century Teacher Education." @default.
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