Accumulating Knowledge Across Self-Studies in Teacher Education

By Kenneth M. Zeichner. 2007

344 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1d318fd2d301ec814291124526a511f9adccd839

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Sociology and Political Science

Citations in the corpus

Co-teaching as a context for teachers' professional learning and joint knowledge construction (2012, background): “Compilation of similar case studies could provide a platform for planning interventions and bringing about significant educational change (Zeichner, 2007).”
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators (2014, background): “As one interviewee said, the need to comprehend “policy at various levels and the government, governance institutions that carry those out” seems especially critical in the face of “aggressive and persistent efforts to regulate and control teacher education from the outside” (Zeichner, 2007, p. 37).”
Professional development of teacher educators: what do they do? Findings from an explorative international study (2017, background): “…in particular, such as self-study and inquiry, are often seen as important activities when it comes to the advancement of one’s professional development (Cochran-Smith 2003, 2005, Loughran and Berry 2005, Lunenberg and Willemse 2006, Zeichner 2007) and the innovation of teaching practices.”
The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education (2009, background): “A critical first step in building a knowledge base for teacher education is to better understand how such knowledge might be developed (Hiebert et al., 2002; Zeichner, 2007).”
The professional development of higher education-based teacher educators: needs and realities (2018, background): “In addition, many academic institutes expect teacher educators to contribute to the development of knowledge in their field through their own research (Zeichner 2007, Lunenberg et al. 2014).”
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “‘Blistering media commentaries’ about teacher education (Cochran-Smith 2006, xxxii) have been accompanied by ‘aggressive and persistent efforts to regulate and control teacher education from the outside’ (Zeichner 2007, 37), including a recent federal government plan for teacher education reform.”
Revisiting Reflection: Utilizing Third Spaces in Teacher Education (2014, background): “In conducting this study, I claim the subjective nature of the research (Heikkinen, Huttunen, & Syrjälä, 2007) while also answering the charge to build on the work of others (Zeichner, 2007).”
Fitting the Methodology with the Research: An exploration of narrative, self-study and auto-ethnography (2008, background): “Papers by Loughran ( 2007 ) and Zeichner ( 2007 ) point to the larger research contexts and work to place self-study firmly among other research methodologies.”
The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions (2009, background): “Third, it was anticipated that publicly sharing the findings would offer insight, promote critical discussion, and spawn questions for subsequent inquiries (Loughran, 2007; Louie, Drevdahl, Purdy, & Stackman, 2003; Zeichner, 2007 ).”
Critical reflection as a framework for transformative learning in teacher education (2015, background): “have advocated, practitioners – both teachers and teacher educators – need to take the initiative to research their practice and then accumulate and disseminate the knowledge thus generated to the larger public (Zeichner 2007; Thomas 2012; Cochran-Smith and Lytle 1993, 2006).”