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- W303569105 abstract "Teacher education curricula are guided by particular visions of professional excellence, and there are many such visions from which to choose. Zeichner and Liston, for example, identify four major normative traditions in American teacher educa tion: academic, social efficiency, developmentalist, and social reconstructionist. The academic tradition emphasizes linkages among liberal arts education, subject matter preparation, and good teaching. The focus in the social efficiency tradition is on empirically verified teaching practices. For developmentalists, good teachers thoughtfully coordinate their activities with stu dents' maturational stages, while social reconstructionists re late good teaching to a critical praxis predicated on principles of social justice.1 In recent years, the teacher as reflective practitioner has become a significant guiding image in teacher education curric ula.2 However, the implementation of reflective practice pro grams raises a host of complex questions for which there are no easy answers. This state of affairs is summarized by Houston and Clift:" @default.
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- W303569105 title "The Question of Culture and Dialogue in Reflective Teacher Education Programs." @default.
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