Reflections of a University-Based Teacher Educator on the Future of College- and University-Based Teacher Education

By Kenneth M. Zeichner. 2006

313 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/878586bb1742638610c6c86c8d320be23d9ad7a4

How researchers see this paper

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

In Education

1. Clare Kosnik
2. Christina M. Curran
3. Ca Sawyer
4. I. H. Milner
5. A. Goodwin
6. K. Liu
7. Etta R. Hollins
8. Susan K. Etscheidt

In Sociology and Political Science

1. I. H. Milner
2. A. Goodwin
3. K. Liu
4. Clare Kosnik
5. Etta R. Hollins
6. Francesca A. López

Citations in the corpus

• Critical reflection as a framework for transformative learning in teacher education (2015, background): “…from technicians rigidly and obediently following a prescribed curriculum into teachers able to analyze and adapt their teaching to particular students in particular social, cultural, and political contexts (Hammerness, Darling-Hammond, and Bransford 2005; Darling-Hammond 2006; Zeichner 2006).”
• Teacher Preparation For Quality Teaching (2011, background): “…been criticized for being too often characterized by fragmentation, weak pedagogy, and a lack of articulation among courses and between courses and field experiences, as well as for the absence of a set of organizing themes, shared standards, and clear goals (Feiman-Nemser, 2001; Zeichner, 2006).”
• Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “Teacher education in the current US context There is no shortage of condemnation of teacher education in the US (Berliner 2000; Cochran-Smith and Zeichner 2005; Walsh 2001; Zeichner 2006).”
• Scripted and Narrowed Curriculum Reform in Urban Schools (2013, background): “…teacher education programs have not fared well either in preparing teachers to teach and make curricular decisions for student learning in highly diverse and urban environments (Milner, 2010b; Sleeter, 2001; Zeichner, 2006)—further exacerbating the press for scripted and narrowed curriculum.”
• Promoting Reflection in Teacher Preparation Programs (2012, background): “Concerns centered on an apprenticeship model of the practicum experience where student teachers were required to assume assigned teaching duties and replicate the teaching practices of the supervising teacher (Zeichner, 1992, 2006).”