Constructing 21st-Century Teacher Education

By Linda Darling-Hammond. 2006

2,535 citations recorded by the source corpus.

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In Education

Citations in the corpus

The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers (2009, background): “The teaching practice is way below the recommended 30 weeks identified as a feature for best practice in teacher education (Darling-Hammond, 2005 ).”
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events (2020, background): “…in terms of what happens behind the scenes and within the heads of teachers is but one of many issues preventing teachers—those in training and those in development—from being fully prepared for classroom challenges and the work of teaching (Ball and Forzani 2009; Darling-Hammond 2006).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “1080/13613320802291173 Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57, 300–314. doi:10.1177/ 0022487105285962 DeCuir-Gunby, J., & Schutz, P. (2014). Researching race within educational psychology contexts. Educational Psychologist, 49, 1–17.”
The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene (2012, background): “Darling-Hammond (2006) criticized the conceptual fragmentation of traditional teacher education programs and suggested tight coherence and integration among courses and between course work in university and clinical work in school.”
Learning in the practicum: engaging pre-service teachers in reflective practice in the online space (2014, background): “Therefore the PSTs are left to try to link the theory they are exposed to at university, and the experience they have in the classroom (Darling-Hammond, 2006; Zeichner, 2002).”
Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks (2017, background): “…teachers as professionals by using the competences in policies of teachers’ licencing and certification, and supporting the professional development of teachers by introducing teachers to what is effective and valued in the profession (Darling-Hammond 2006; Hayes 1997; Korthagen 2010; Mayer 2009).”
Using Action Research in Middle Level Teacher Education to Evaluate and Deepen Reflective Practice. (2012, background): “These reports advocate for teacher education programs that provide opportunities for preservice teachers to inquire into their own teaching (Darling-Hammond, 2006; Lumpe, 2005).”
Addressing South African Pre-service Teachers’ Sentiments, Attitudes and Concerns Regarding Inclusive Education (2011, background): “Teacher education institutions have to design programmes that help prospective teachers to understand the theoretical and practical advances in learning and teaching that can support the inclusion of students (Darling-Hammond, 2006).”
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development (2013, background): “The second pedagogical approach recognizes the importance of establishing connections and coherence across the preservice program and providing opportunities to implement course-based learning into field-based teaching experiences (Darling-Hammond, 2006; Russell, McPherson, & Martin, 2004).”
Preparing Sustainability-Literate Teachers (2009, background): “Darling-Hammond L. (2006). Constructing 21st century teacher education.”