Studying Teacher Preparation: The Questions That Drive Research

Autor/inn/en	Cochran-Smith, Marilyn; Maria Villegas, Ana
Titel	Studying Teacher Preparation: The Questions That Drive Research
Quelle	In: European Educational Research Journal, 14 (2015) 5, S.379-394 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904115590211
Schlagwörter	Educational Research; Teacher Education Programs; Experimenter Characteristics; Teacher Effectiveness; Curriculum Development; Knowledge Base for Teaching; Educational Policy; Learning; Research Needs; Questioning Techniques; Research Design; Educational Practices; Beliefs; Student Teacher Attitudes; Social Justice; Power Structure; Bibliometrics + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Politics of education; Bildungspolitik; Lernen; Forschungsbedarf; Befragungstechnik; Fragetechnik; Forschungsdesign; Bildungspraxis; Belief; Glaube; Soziale Gerechtigkeit; Bibliometrie
Abstract	This article argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. The analysis is guided by the framework of "research as historically situated social practice," which emphasizes that researchers' interests, commitments, and social experiences guide the research questions they pursue and the theories and perspectives they adopt. Past research on initial teacher education is described in terms of the emergence of three broad questions: "the curriculum question," "the effectiveness question," and "the knowledge question." Present research focuses on two broad animating questions: "the policy question" and "the learning question." We recommend that future research address questions that link teacher learning with student learning and teacher candidates' beliefs and practices as well as questions that examine the relationships between research practices and social, economic and institutional power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01