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Handbook of Research onTeacher EducationEnduring Questions in Changing ContextsThird Edition
Edited by
Marilyn Cochran-SmithBoston College
Sharon Feiman-NemserBrandeis University
D. John Mclntyre
Southern Illinois University
and
Kelly E. DemersAssociate EditorBoston College
Co-published byRoutledge, Taylor & Francis Group
and the Association of Teacher Educators
RoutledgeTaylor & Francis Group
NEW YORK AND LONDON
Contents
List of figures xviiList of tables xixNotes on contributors xxForeword xxxW. ROBERT HOUSTON
Preface xxxivAcknowledgments xxxvii
PART 1 WHAT'S THE POINT? 1The purposes of teacher educationEDITOR: DAVID T. HANSEN
Framing chapters 3
1 Introduction: why educate teachers? 5DAVID T. HANSEN
2 Values and purpose in teacher education 10DAVID T. HANSEN
3 Teacher education in a democratic society: learning and teaching thepractices of democratic participation 27EMILY ROBERTSON
4 The moral and epistemic purposes of teacher education 45HUGH SOCKETT
Artifacts 67
1.1 Ralph Waldo Emerson, "The American scholar" (1837) 69Source: Ralph Waldo Emerson, Essays and Lectures. New York:Library of America, 1983, pp. 51-71
1.2 W. E. B. Du Bois, "Of the coming of John" (1903) 87Source: W. E. B. Du Bois, The Souls of Black Folk. New York:Library of America, 1990, pp. 165-179
vi CONTENTS
1.3 Jane Addams, "Socialized education" (1910) 87Source: Jane Addams, Twenty Years at Hull-House. Urbana:University of Illinois Press, 1990, pp. 244-258
1.4 John Dewey, "The need for a philosophy of education" (1934) 96Source: John Dewey, The Later Works, 1925-1953, Volume 9:1933-1934, ed. Jo Ann Boydston. Carbondale: Southern IllinoisUniversity Press, 1989, pp. 194-204
Commentaries
5 ls deliberative democracy enough in teacher education? 105MICHAEL W. APPLE
6 Advancing the public purpose of schooling and teacher education 111JOHN I. GOODLAD
7 A thought from another world: the professional education of Blackteachers in Georgia, 1930-1965 117VANESSA SIDDLE WALKER
PART 2 WHAT SHOULD TEACHERS KNOW? 123Teacher capacities: knowledge, beliefs, skills, and commitmentsEDITOR: CARL A. GRANT
Framing chapters 125
8 Teacher capacity: introduction to the section 127CARL A. GRANT
9 Rethinking teacher capacity 134G. WILLIAMSON McDIARMID AND MARY CLEVENGER-BRIGHT
10 Teacher capacity for diverse learners: what do teachers need to know? 157TYRONE C. HOWARD AND GLENDA R. ALEMAN
11 Teacher capacity and social justice in teacher education 175CARL A. GRANT AND VONZELL AGOSTO
Artifacts 201
2.1 James Baldwin, "A talk to teachers" (1963) 203Source: James Baldwin, A talk to teachers, Saturday Review,December 21, 1963, pp. 42-44
CONTENTS vii
2.2 Paulo Freire, "Teachers as cultural workers: letters to those whodare teach" (1998) 208Source: Paulo Freire, Teachers as Cultural Workers: Letters to ThoseWho Dare Teach, Westview Press, 1998, pp. 39-46
2.3 M. Greene, "The dialectic of freedom" (1988) 214Source: M. Greene, The Dialectic of Freedom, Teachers CollegePress, 1988, pp. 117-135
2.4 Katrina B. Flores, "They're calling us names" 226
Commentaries 229
12 Do you see what I see? Teacher capacity as vision for educationin a democracy 231MAUREEN D. GILLETTE AND BRIAN D. SCHULTZ
13 Partial movements toward teacher quality . . . and their potential foradvancing social justice 238KEVIN K. KUMASHIRO
14 Dismantling dichotomies in teacher education 243PAM GROSSMAN, MORVA McDONALD, KAREN HAMMERNESS, AND
MATTHEW RONFELDT
15 Teacher capacity for diversity 249DONNA M. GOLLNICK
PART 3 WHERE SHOULD TEACHERS BE TAUGHT? 259Settings and roles in teacher educationEDITOR: KENNETH ZEICHNER
Framing chapters 261
16 Introduction: settings for teacher education 263KENNETH ZEICHNER
17 Teacher education programs as sites for teacher preparation 269KENNETH ZEICHNER AND HILARY G. CONKLIN
18 An uneasy relationship: the history of teacher education inthe university 290DAVID F. LABAREE
19 What kind of experience? Preparing teachers in PDS orcommunity settings 307MARILYNNE BOYLE-BAISE AND D. JOHN McINTYRE
viii CONTENTS
Artifacts
3.1 Linda Darling-Hammond, "The case for university-based teachereducation" (1999) 333Source: R. Roth (ed.), The Role of the University in the Preparationof Teachers. NewYork: Routledge/falmer, 1999, pp. 13-30
3.2 Barbara Seidl and Gloria Friend, "Leaving authority at the door:equal-status community-based experiences and the preparation ofteachers for diverse classrooms" (2002) 347Source: Barbara Seidl and Gloria Friend, Leaving authority at thedoor, Teaching and Teacher Education, 18(4), 2002, pp. 421-433
3.3 Martin Haberman and Linda Post, "Teachers for multiculturalschools: the power of selection" (1998) 360Source: Martin Haberman and Linda Post, Teachers formulticultural schools, Theory into Practice, 37(2), 1998, pp. 97-104
Commentaries 371
20 Rigor and relevance in teacher preparation 373MICHELLE RHEE AND KARLA OAKLEY
21 Settings for teacher education: challenges in creating a stronger research base 379SHARON P. ROBINSON
22 Settings are more than sites 388W. ROBERT HOUSTON
PART 4 WHO TEACHES? WHO SHOULD TEACH? 395Teacher recruitment, selection, and retentionEDITOR: A. LIN GOODWIN
Framing chapters 397
23 Defining teacher quality: is consensus possible? 399A. LIN GOODWIN
24 Who is teaching? Does it matter? 404KAREN ZUM WALT AND ELIZABETH CRAIG
25 Teachers of color: quality and effective teachers one way or another 424MARY E. DILWORTH AND ANTHONY L. BROWN
26 The next generation of teachers: who enters, who stays, and why 445SUSAN MOORE JOHNSON AND SUSAN M. KARDOS
CONTENTS IX
27 Teacher educators as gatekeepers: deciding who is ready to teach 468A. LIN GOODWIN AND CELIA OYLER
Artifacts 491
4.1 U.S. Department of Education, Rod Paige» Secretary, "Meeting thehighly qualified teachers challenge: the secretary's annual report onteacher quality" (2002) 493Source: U.S. Department of Education, Office of PostsecondaryEducation, Office of Policy Planning and Innovation, Meeting theHighly Qualified Teachers Challenge: The Secretary's Annual Reporton Teacher Quality, Washington, DC, 2002, pp. viii—9
4.2 National Collaborative on Diversity in the Teaching Force,"Assessment of diversity in America's teaching force:a call to action" (2004) 501Source: National Collaborative on Diversity in the Teaching Force,Assessment of Diversity in America's Teaching Force: A Call toAction. Washington, DC: National Education Association, October2004, pp. 3-10
4.3 Photo: African American Teacher, Samuel R. Ward 508
4.4 Photo: First Mexican School 509
4.5 Photo: The Carlisle School 510
4.6 "An accommodation program for second-generation Chinese,"Asian American Scholar, Francis Chang (1934) 511Source: F. Chang, An accommodation program for second-generation Chinese, Sociology and Social Research, 18, 1934,pp. 541-553
4.7 INTASC, "Model standards for beginning teacher licensing,assessment and development: a resource for state dialogue" (1992) 512Source: INTASC, Washington, DC: Council of Chief State SchoolOfficers, 1992
4.8 Dan C. Lortie, Excerpt from "Schoolteacher" ( 1975) 513Source: Dan C. Lortie, Schoolteacher. Chicago: University ofChicago Press, 1975, pp. 26-40
χ CONTENTS
Commentaries
28 The teacher quality problem 5 2 7
RICHARD M. INGERSOLL
29 Changing the paradigm: preparing teacher educators and teachers for
the twenty-first centuryMARY H. FUTRELL
30 The perspective of a national board certified teacher on who should teach 540MEGHNA ANTANI LIPCON
PART 5 DOES DIFFERENCE MAKE A DIFFERENCE? 547
Diversity and teacher educationEDITOR: ANA MARÎA VILLEGAS
Framing chapters 549
31 Diversity and teacher education 551ANA MARÎA VILLEGAS
32 Preparing White teachers for diverse students 559CHRISTINE E. SLEETER
33 Preparing teachers of color to confront racial/ethnic disparities ineducational outcomes 583ANA MARÎA VILLEGAS AND DANNÉ E. DAVIS
34 Responding to the linguistic reality of mainstream classrooms: preparingall teachers to teach English language learners 606TAMARA LUCAS AND JAIME GRINBERG
Artifacts 637
5.1 Nathan Glazer, "Is assimilation dead?" (1993) 639Source: Nathan Glazer, Is assimilation dead? The Annals of theAmerican Academy of Political and Social Sciences, 530, November1993,pp. 122-136
5.2 Samuel B. Ethridge, "Impact of the 1954 Brown v. Topeka Board ofEducation decision on Black educators" (1979) 650Source: Samuel B. Ethridge, Impact of the 1954 Brown v. TopekaBoard of Education decision on Black educators, The NegroEducational Review, 30(4), 1979, pp. 217-232
5.3 American Association of Colleges for Teacher Education, "No onemodel American" (1972) 661Source: American Association of Colleges for Teacher EducationCommission on Multicultural Education, No One Model American.Washington, DC: Author, 1972
CONTENTS XI
5.4 Committee on Multicultural Education, "Educators' preparation forcultural and linguistic diversity: a call to action" (2002) 664Source: Committee on Multicultural Education, Educators'Preparation for Cultural and Linguistic Diversity: A Call to Action.Washington, DC: American Association of Colleges for TeacherEducation, 2002
Commentaries 673
35 Diversity and teacher education: people, pedagogy, and politics 675JACQUELINE JORDAN IRVINE
36 Diversity and teacher education: what can the future be? 679TINA JACOBOWITZ AND NICHOLAS M. MICHELLI
37 Troubling diversity 686VICTORIA CHOU AND KAREN SAKASH
PART 6 HOW DO PEOPLE LEARN TO TEACH? 693Teacher learning over timeEDITOR: SHARON FEIMAN-NEMSER
Framing chapters 695
38 Teacher learning: how do teachers learn to teach? 697SHARON FEIMAN-NEMSER
39 The metaphors by which we teach: experience, metaphor, and culturein teacher education 706CHERYL ROSAEN AND SUSAN FLORIO-RUANE
40 The development of the personal self and professional identity inlearning to teach 732CAROL R. RODGERS AND KATHERINE H. SCOTT
41 Learning among colleagues: teacher community and the sharedenterprise of education 756JOELWESTHEIMER
Artifacts 785
6.1 John Dewey, "The relation of theory to practice in education" (1904) 787Source: In J. Boydston (ed.), Essays on the New Empiricism1903-1906: Vol 3. The Middle Works of John Dewey 1899-1924.Carbondale: Southern Illinois University Press, 1904, pp. 249-272
xii CONTENTS
6.2 Lucy Sprague Mitchell, "Growth of teachers in professionalmaturity" (1950) 800Source: Lucy Sprague Mitchell, Our Children and Our Schools.New York: Simon and Schuster, 1950, pp. 323-338
6.3 David C. Berliner, "The nature of expertise in teaching" ( 1992) 808Source: In F. K. Oser, A. Dick and J-L. Patry (eds.), Effective andResponsible Teaching: The New Synthesis. San Francisco:Jossey-Bass, 1992, pp. 227-248
Commentaries 825
42 Rethinking the study of learning to teach 827RENÉE T.CLIFT
43 Perspectives on teacher learning: normative, logical, empirical 835DANIEL FALLON
44 Teacher learning: a commentary by reform-minded teaching colleagues 842VIVIAN TROEN AND KATHERINE C. BOLES
PART 7 WHO'S IN CHARGE? 847Authority in teacher education and licensure policyEDITOR: SUZANNE M. WILSON
Framing chapters 849
45 The emperor's new clothes: do we really need professional educationand certification for teachers ? 851SUZANNE M. WILSON
46 Competing visions of purpose, practice, and policy: the history ofteacher certification in the United States 855MICHAEL W. SEDLAK
47 From traditional certification to competitive certification:a twenty-five year retrospective 886DAVID G. IMIG AND SCOTT R. IMIG
48 The evolving field of teacher education: how understanding challenge(r)smight improve the preparation of teachers 908SUZANNE M. WILSON AND ERAN TAMIR
CONTENTS xiii
Artifacts 937
7.1 Isaac Stone, "The elementary and the complete examiner; orcandidate's assistant: prepared to aid teachers in securing certificatesfrom boards of examiners" (1864) 939Source: Isaac Stone, The Elementary and the Complete Examiner; orCandidate's Assistant: Prepared to Aid Teachers in SecuringCertificates from Boards of Examiners. New York and Chicago:A. S. Barnes and Company, 1864
7.2 W. C. Bagley, "Training of teachers" (1919) 940Source: W. C. Bagley, Training of teachers. Proceedings of theNational Education Association, USA, 1919, pp. 499-504
7.3 W. E. Peik, "Building a still better teaching profession for ourtimes" (1948) 944Source: W. E. Peik, The education of teachers as viewed by theprofession. Proceedings of the National Commission on TeacherEducation and Professional Standards, National EducationAssociation of the United States, 9-17, 1948. (Official group reportsof the Bowling Green Conference held at Bowling Green StateUniversity, Bowling Green, Ohio, June 30-July 3)
7.4 Arthur E. Bestor, Jr., "On the education and certification ofteachers" (1953) 947Source: Arthur E. Bestor, Jr., "On the education and certification ofteachers," School and Society 78(2016), 1953, pp. 81-87
7.5 Ralph W. McDonald, "The professional standards movement inteaching: evolution of an idea" (1956) 953Source: Ralph W. McDonald, The professional standards movementin teaching: progress and projection. Proceedings of the NationalCommission on Teacher Education and Professional Standards,National Education Association of the United States, 8-21, 1956.(Report of the Parkland Conference held at Pacific Lutheran College,Parkland, Washington, June 26-30.)
7.6 David J. Fox, "National Teacher Examinations" (1982) 959Source: David J. Fox, National Teacher Examinations. New York:Arco Publishing, Inc., 1982
7.7 Saul Cooperman and Leo Klagholz, "New Jersey's alternate route tocertification" (1985) 962Source: Saul Cooperman and Leo Klagholz, New Jersey's alternateroute to certification. Phi Delta Kappan, 66(10), 1985, pp. 691-695
xiv CONTENTS
7.8 Doyle Watts, "Alternate routes to teacher certification: a dangeroustrend" (1986) 9 6 9
Source: Doyle Watts, Alternate routes to teacher certification: adangerous trend. Action in Teacher Education, 2, 1986, pp. 25-29
7.9 Frederick M. Hess, "Break the link" (2002) 974Source: Frederick M. Hess, Break the link. Education Next, 2002.Downloaded January 2006 from http://www.educationnext.org/20021/22.html
7.10 Richard L. Allington, "Ignoring the policy makers to improve teacherpreparation" (2005) 981Source: Richard L. Allington, Ignoring the policy makers to improveteacher preparation. Journal of Teacher Education 56(3), 2005,pp. 199-204
Commentaries 987
49 Teaching as a profession: a bridge too far? 989EDWARD CROWE
50 Jurisdictional issues in teacher education 1000FRANK B.MURRAY
PART 8 HOW DO WE KNOW WHAT WE KNOW? 1005Research and teacher educationEDITORS: MARILYN COCHRAN-SMITH AND KELLY E. DEMERS
Framing chapters 1007
51 How do we know what we know? Research and teacher education 1009MARILYN COCHRAN-SMITH AND KELLY E. DEMERS
52 Genres of research in teacher education 1017HILDA BORKO, JENNIFER A. WHITCOMB, AND KATHRYN BYRNES
53 Research on teacher education: changing times, changing paradigms 1050MARILYN COCHRAN-SMITH AND KIM FRIES
54 Critical and qualitative research in teacher education: a bluesepistemology for cultural well-being and a reason for knowing 1094JOYCE E . K I N G
CONTENTS XV
Artifacts 1137
8.1 Nathaniel L. Gage, "Applying what we know: the field of teachereducation" (1978) 1139Source: Nathaniel L. Gage, The Scientific Basis of the Art ofTeaching. New York, NY: Teachers College Press, pp. 42-62
8.2 Susan Florio-Ruane, "More light: an argument for complexity instudies of teaching and teacher education" (2002) 1152Source: Susan Florio-Ruane, More light: an argument for complexityin studies of teaching and teacher education. Journal of TeacherEducation, 53(3), 2002, pp. 205-215
8.3 Magdalene Lampert, "Knowing teaching: the intersection of researchon teaching and qualitative research" (2000) 1164Source: Magdalene Lampert, Knowing teaching: the intersection ofresearch on teaching and qualitative research. Harvard EducationalReview, 70(1), 2000, pp. 86-99
Commentaries 1175
55 Toward a better understanding of teaching and learning about teaching 1177JOHN LOUGHRAN
56 Improving methods for research on teacher education 1183ROBERT E. FLODEN
57 Notes from a pragmatist: learning what we need to know about teachereffectiveness and preparation 1189DAVID H. MONK
PART 9 WHAT GOOD IS TEACHER EDUCATION? 1195The place of teacher education in teachers' educationEDITOR: MARY M. KENNEDY
Framing chapters 1197
58 The place of teacher education in teachers' education 1199MARY M. KENNEDY
59 Teacher education toward liberal education 1204STEVE WEILAND
60 The role of teacher education courses in teaching by second nature 1228FRANK B. MURRAY
61 The value added by teacher education 1247MARY M. KENNEDY, SOYEON AHN, AND JINYOUNG CHOI
xvi CONTENTS
Artifacts 1273
9.1 W. S. Learned, W. C. Bagley and others, "Purposes of a normalschool" (1920) 1275Source: W. S. Learned, W. C. Bagley and others, Purpose of a normalschool. In M. L. Borrowman (ed.), Teacher Education in America: ADocumentary History. New York: Teachers College Press, 1965
9.2 James Bryant Conant, "A quarrel among educators " ( 1963 ) 1286Source: James Bryant Conant, The Education of American Teachers.New York: McGraw Hill, 1963
9.3 Gary Sykes, "Teacher education and the predicament of reform" (1984) 1294Source: Gary Sykes, Teacher education and the predicament ofreform. In C. E. J. Finn, D. Ravitch and R. T. Fancher (eds.), AgainstMediocrity: The Humanities in America's High Schools. New York:Holmes and Meier, 1984, pp. 172-194
Commentaries 1311
62 A reflection on the professional preparation of teachers 1313DIANE RAVITCH
63 Knowledge for teaching: what do we know? 1316LINDA DARLING-HAMMOND
64 Teacher education and the education of teachers 1324FREDERICK M. HESS
Name Index 1329Subject Index 1341