How Teacher Education Matters

By Linda Darling-Hammond. 2000

1,189 citations recorded by the source corpus.

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Citations in the corpus

Defining Preparation and Professional Development for the Future (2002, background): “There is a growing body of evidence that teachers matter and good teachers matter a lot (Darling-Hammond, 2000; Haycock, 2001).”
Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “…the workplace (e.g. Eraut, Alderton, Cole, & Senker, 1998), the criticism of the practical relevance of theory in teacher education programmes (e.g. Darling-Hammond, 2000), the teacher shortages many countries are faced with (e.g. Villani, 2002), and the idea that teacher education is less…”
Developing a Teacher Identity: The Impact of Critical Friends Practice on the Student Teacher (2002, background): “Linda Darling-Hammond's research (2000) on teacher education programs as a factor in career longevity points to the importance of engaging prospective teachers in inquiry early in their careers.”
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “Preservice teachers can replicate most of the procedures they have been taught, but they are not ‘empowered’ with a deeper understanding (Darling-Hammond 2000).”
Pre-Service Teacher Training in Classroom Management (2014, background): “These policies have been under increased scrutiny as states have struggled to simultaneously increase teacher quality and meet the demands of teacher shortages in critical subject areas (Darling-Hammond, 2000).”
Trainee primary-school teachers’ perceptions of their effectiveness in teaching music (2009, background): “This is a matter for concern, particularly as in a study conducted in Australia, the level of initial teacher training has been found to be the strongest determinant of the level of music education generalists provide (Temmerman 1997) and affects teachers’ ability to teach music adequately (Darling-”
The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers (2009, background): “Darling-Hammond ( 2000 ; 2005) has consistently pointed out that to meet the demands of educational reforms for a knowledge-driven economy, teacher education has to provide pre-service teachers with rigorous preparation.”
Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers (2004, background): “As the quality of teaching in schools can be directly attributed to the preservice teacher preparation that teachers receive (Carter et al., 1993; Iredale, 1996; Temmerman, 1997; Darling-Hammond, 2000; Committee for the Review of Teaching and Teacher *Corresponding author.”
Personal epistemology and relational pedagogy in early childhood teacher education programs (2006, background): “In particular, the level of education of early childhood teachers, obtained through pre-service or inservice teacher education programs, is a significant predictor of the quality of care provided (Burchinal et al., 2000; Darling-Hammond, 2000; Whitebook, 2003).”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “…of learning in the workplace (Eraut, 2000; Garrick, 1998), criticism regarding the practical relevance of theory in teacher education programmes (Darling-Hammond, 2000), teacher shortagesmany countries are facedwith (Buchberger, Campos, Kallos, & Stephenson, 2000; Villani, 2002), and the idea…”
What’s so important about teachers’ working conditions? The fatal flaw in North American educational reform (2011, neutral): “In the US teachers receive free short-term training, Teach for America, in exchange for a two-year term as teachers in high-poverty schools (Darling-Hammond 2000; Laczko-Kerr and Berliner 2002).”
Newly qualified teachers’ professional digital competence: implications for teacher education (2018, methodology): “By demonstrating the exemplary use of ICT in ITE and giving student teachers opportunities to experiment with and practice using ICTs in ITE, student teachers can expand their PDC and reduce a possible theory-practice gap (Edwards 2009, Darling-Hammond 2000).”