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Cited by 2,360Teacher Education and Leadership StudiesTeacher Education and AssessmentsMathematics Education and Teaching Techniques

The DOI matches its Crossref record; 68 of the 68 references it cites were found in a registry or an index.

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

Feiman-Nemser, Sharon·2001·Teachers College Record: The Voice of Scholarship in Education
DOI 10.1111/0161-4681.00141
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Abstract

This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

Overview

Integrity signals

Registry

Crossref · 10.1111/0161-4681.00141

Cites

68 of 68 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Practicum is a structural determinant of teacher professional identity.

    “Research therefore highlights the practicum as not a peripheral component of teacher education, but rather a structural determinant of teacher professional identity (Feiman-Nemser, 2001)”

    From Theory and Practice in Initial Teacher Education: A Multi-Level Model from Pegaso University (2026) · cites this paper as Feiman-Nemser, 2001

  • Building on Shulman's concept of PCK, scholars increasingly argue that mentors must have an additional layer of expertise focused specifically on supporting pre-service teacher learning.

    “Building on Shulman's concept of Pedagogical Content Knowledge (PCK), which emphasises the integration of subject matter, pedagogy, and understanding of learners [47], scholars increasingly argue that mentors must have an additional layer of expertise focused specifically on supporting pre-service teacher (PST) learning [48,49].”

    From Are Pre-Service Teachers Receiving Quality Mentoring in Rural Schools? A Synopsis from Research in South Africa (2026) · cites this paper as [48]

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 31

  1. Abdal-Haqq I., 1995, Making Time for Teacher Professional Development
  2. Barnes H., 1987, Journal of Teacher Education, 36, 2
  3. Bartell C., 1995, Teacher Education Quarterly, 22, 27
  4. Brooks D. M., 1987, Teacher induction: A new beginning.
  5. Cohen D., 1988, Teaching practice.
  6. Cohen D. K., 1993, Teaching for understanding: Challenges for practice, research and policy.
  7. Darling-Hammond L., 1995, Phi Delta Kappan, 76, 597
  8. Featherstone H., 1996, Changing Minds.
  9. Featherstone H., 1998, Assessing student learning: From grading to understanding.
  10. Featherstone H., 1998, Changing Minds.
  11. Feiman-Nemser S., 1998, Velon, 3, 5
  12. Fideler E., 1999, Learning the ropes: Urban teacher induction practices in the United States.
  13. Griffin G. A., 1986, Reality and reform in clinical teacher education, 1
  14. Grossman P., 1990, The making of a teacher.
  15. Hawley W. D., 1999, Teaching as the Learning Profession: Handbook of Policy and practice, 127
  16. Huling-Austin L., 1990, Handbook of research on teacher education, 535
  17. Ladsen-Billings G., 1999, Teaching as the learning profession: Handbook of policy and practice, 86
  18. Lieberman A., 1995, Phi Delta Kappan, 76, 591
  19. Little J. W., 1999, Teaching as the learning profession: Handbook of policy and practice, 233
  20. Lord B., 1994, The future of education: Perspectives on national standards in education, 175
  21. Lortie D., 1975, Schoolteacher: A sociological study.
  22. McDiarmid G. W., 1994, Realizing new learnings for all students: A framework for professional development of Kentucky Teachers.
  23. Miller L., 2000, Studies of excellence in teacher education: Preparation at the graduate level.
  24. Odell S., 2000, Quality mentoring for novice teachers.
  25. Schon D., 1987, Education the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions.
  26. Thompson C. L., 1999, Teaching as the learning profession: Handbook of policy and practice, 341
  27. Watts H., 1980, Starting out, moving on, running ahead, or how the teachers’ center can attend to stages in teachers’ development.
  28. Whitford B., 2000, Studies of excellence in teacher education: Preparation at the graduate level, 173
  29. Wineburg S., 1999, Phi Delta Kappan, 80, 448
  30. Wineburg S., 1998, Phi Delta Kappan, 79, 350
  31. Zeichner K., 1996, Handbook of research on teacher education, 525

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Metadata

Authors
Feiman-Nemser, S.
Affiliations
Michigan State University
Venue
Teachers College Record: The Voice of Scholarship in Education
Publisher
SAGE Publications
Published
2001-08
Volume
103
Issue
6
Pages
1013-1055
ISSN
  • 0040-0475 (ISSN-L)
  • 0161-4681
  • 1467-9620
DOI
10.1111/0161-4681.00141
OpenAlex
W3022652145
Cited by
2,360
References
68
Citations by year
2026: 34 · 2025: 41 · 2024: 57 · 2023: 60 · 2022: 80 · 2021: 108 · 2020: 117 · 2019: 150 · 2018: 137 · 2017: 132 · 2016: 151 · 2015: 156 · 2014: 161 · 2013: 170 · 2012: 140
FWCI
96.06
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Teachers College Record The Voice of Scholarship in Education (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords
teacher preparation, teacher induction, early professional development, standards-based teaching, educational reform, teacher education curriculum

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