A Framework for Identifying Consensus: Agreement and Disagreement among Teacher Education Reform Documents.

Autor/inn/en	Rennert-Ariev, Peter L.; Valli, Linda
Titel	A Framework for Identifying Consensus: Agreement and Disagreement among Teacher Education Reform Documents.
Quelle	(1999), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Educational Improvement; Elementary Secondary Education; Graduate Study; Higher Education; Knowledge Base for Teaching; Multicultural Education; Pedagogical Content Knowledge; Performance Based Assessment; Preservice Teacher Education; Professional Development Schools; Teacher Collaboration; Teacher Competencies + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Multikulturelle Erziehung; Pädagogische Kompetenz; Leistungsermittlung; Lehramtsstudiengang; Lehrerausbildung; Lehrerkooperation; Lehrkunst
Abstract	This study offers a framework for identifying areas of agreement and disagreement across eight recent teacher education reform documents. Researchers analyzed each document in relation to the reform principles proposed by the National Commission on Teaching and America's Future (NCTAF). They developed a rubric to assess whether the documents expressed agreement or disagreement with the NCTAF principles and, if so, to determine the extent of the agreement/disagreement. The analysis indicated that, based on means and standard deviations, two principles elicited the strongest agreement: that teacher education programs should (1) include strong disciplinary preparation that incorporates an understanding of a discipline's core concepts, structure, and tools of inquiry as a foundation for subject matter pedagogy and (2) seek to develop multicultural competence in their students. The principle that teacher education programs should add an additional year or two of graduate-level preparation beyond the traditional 4-year undergraduate degree evoked the least amount of support. The paper considers these three variables for further discussion, and it examines one principle that had mid-range level of agreement (performance assessment). Finally, the paper offers suggestions for how future inquiry into teacher education reform can benefit from recognizing areas of agreement and disagreement across a common set of principles. Two appendixes present a rubric for assessing degree of consistency/inconsistency with NCTAF principles and recommendations for reform proposals. (Contains 16 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC