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Handbook of research on teacher education : a project of the Association of Teacher Educators / red. W. Robert Houston; associate editors Martin Haberman, John Sikula

Secondary Author Houston, W. Robert
Haberman, Martin
Sikula, John
Country Estados Unidos. Publication New York : MacMillan, cop. 1990 Description XI, 925 p. ; 29 cm ISBN 0-02-901081-0 CDU 371.13
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 371.13 - H Não requisitável | Not for loan 114785
Total holds: 0

Enhanced descriptions from Syndetics:

A project of the Association of Teacher Educators, this volume, directed toward those responsible for preservice teacher education and inservice staff development, offers a review and assessment of the research and knowledge base regarding the preparation of teachers, induction into tasks of teaching, and career teacher development. Annotation(c) 2003 Book News, Inc., Portland, OR (booknews.com)

Reviews provided by Syndetics

CHOICE Review

The most ambitious attempt so far to bring together what is known about the education of prospective teachers. The volume is chiefly remarkable for its candor. Repeatedly, the writers point out that teachers are regarded as technicians to be ordered about, although they must make professional decisions every day. The 48 articles in 6 large sections begin with teacher education as a field of inquiry, and then deal with the governance, contexts and models, participants, curriculum areas, processes, evaluation and dissemination, the curriculum, and the broadened perspectives of teacher education. The editors point out that "there has been notable recent progress, but the research base. . .is still extremely thin. Although the importance of research is being expressed, little progress is being made. Glowing accounts of what might be are substituted for actual findings about specific outcomes." This candor is reflected in many articles. Linda Darling-Hammond, for example, reviews the slow, uneven progress in the professionalization of teaching during the present century, which seems to be ending where it began--with Dewey's criticism of the 1900s being repeated today. A valuable resource for those who take teacher education seriously. It offers a welcome dose of realism in a field too often dominated by quick fixes and empty rhetoric. -A. W. Foshay, Teachers College, Columbia University

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