The DOI matches its Crossref record; 167 of the 167 references it cites were found in a registry or an index.
Framing Teacher Preparation Research: An Overview of the Field, Part 1
Abstract
This is the first of a two-part article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and research as social practice. This framework situates the research on teacher education within salient economic, intellectual, and demographic developments of the past half century and also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education. Part 1 also analyzes the first of three major research programs—research on teacher preparation accountability, effectiveness, and policies, identifying strengths and weaknesses in this body of studies.
Overview
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Cites
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Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,626
Outline of a Theory of Practice
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Cited by
Critical Race Theory and the Whiteness of Teacher Education
Sleeter, C. E. (2017) · Urban Education · doi:10.1177/0042085916668957 · Cited by 699
A review of research exploring teacher preparation for the digital age
Starkey, L. (2020) · Cambridge Journal of Education · doi:10.1080/0305764x.2019.1625867 · Cited by 492
Rowan, L., Bourke, T., L’Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021) · Review of Educational Research · doi:10.3102/0034654320979171 · Cited by 176
Bacon, C. K. (2020) · Journal of Teacher Education · doi:10.1177/0022487118783188 · Cited by 113
Teacher training and learning to teach: an analysis of tasks in the practicum
Fuentes-Abeledo, E.-J., González-Sanmamed, M., Muñoz-Carril, P.-C., & Veiga-Rio, E.-J. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1748595 · Cited by 62
Metadata
- Authors
- Cochran-Smith, M., & Villegas, A. M.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2014-09-05
- Volume
- 66
- Issue
- 1
- Pages
- 7-20
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2049867886
- Cited by
- 406
- References
- 167
- FWCI
- 187.91
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
