The DOI matches its Crossref record; 19 of the 19 references it cites were found in a registry or an index.
How Teacher Education Matters
Abstract
Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none. Recent evidence also indicates that reforms of teacher education creating more tightly integrated programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching. An important contribution of teacher education is its development of teachers’abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom.
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Citations
Cites
Annual Meeting of the American Educational Research Association
Joseph, M. (2000) · Cited by 2,242
Teachers for our nation's schools
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Subject area preparation of secondary mathematics and science teachers and student achievement
Monk, D. H. (1994) · Economics of Education Review · doi:10.1016/0272-7757(94)90003-5 · Cited by 825
PAYING FOR PUBLIC EDUCATION: NEW EVIDENCE ON HOW AND WHY MONEY MATTERS
Ferguson, R. L. (1991) · Cited by 775
Authentic assessment of teaching in context
Darling-Hammond, L., & Snyder, J. (2000) · Teaching and Teacher Education · doi:10.1016/s0742-051x(00)00015-9 · Cited by 715
Self-citationTeachers for Our Nation's Schools: By John I. Goodlad. San Francisco: Jossey-Bass, 1990
Glatthorn, A. A. (1991) · NASSP Bulletin · doi:10.1177/019263659107553525 · Cited by 710
The Sources of a Science of Education.
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The Sources of a Science of Education
G., E., Dewey, J., Thomson, G. H., Pinkevitch, A. P., Perlmutter, N., & Day, J. (1930) · Pacific Affairs · doi:10.2307/2750465 · Cited by 389
Darling‐Hammond, L. (2000) · Cited by 283
Self-citationThe Impact of Subject Matter and on Teaching Performance
Ferguson, P., & T. Womack, S. (1993) · Journal of Teacher Education · doi:10.1177/0022487193044001008 · Cited by 205
Cited by
Can Teacher Education Make a Difference?
Brouwer, N., & Korthagen, F. (2005) · American Educational Research Journal · doi:10.3102/00028312042001153 · Cited by 561
Integrating theory and practice in the pre-service teacher education practicum
Allen, J. M., & Wright, S. E. (2014) · Teachers and Teaching · doi:10.1080/13540602.2013.848568 · Cited by 333
Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and Classroom Dynamics
López, F. A. (2017) · Journal of Teacher Education · doi:10.1177/0022487116685751 · Cited by 190
Learning in the practicum: engaging pre-service teachers in reflective practice in the online space
Jones, M., & Ryan, J. (2014) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2014.892058 · Cited by 84
Lew, S., & Siffrinn, N. E. (2019) · Literacy Research: Theory, Method, and Practice · doi:10.1177/2381336919870281 · Cited by 28
Metadata
- Authors
- Darling-Hammond, L.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2000-05
- Volume
- 51
- Issue
- 3
- Pages
- 166-173
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2123016304
- Cited by
- 1,117
- References
- 19
- FWCI
- 74.24
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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