Literaturnachweis - Detailanzeige
| Autor/in | Goldhaber, Dan |
|---|---|
| Titel | Evidence-Based Teacher Preparation: Policy Context and What We Know |
| Quelle | In: Journal of Teacher Education, 70 (2019) 2, S.90-101 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Goldhaber, Dan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4871 |
| DOI | 10.1177/0022487118800712 |
| Schlagwörter | Evidence Based Practice; Preservice Teacher Education; Preservice Teachers; Value Added Models; Teacher Education Programs; Outcomes of Education; Program Design; Labor Market; Faculty Mobility; Teacher Effectiveness; Accountability |
| Abstract | Teacher preparation programs (TPPs) have received a great deal of policy and research attention of late. And despite the commonsense notion that preparation for formal classroom responsibilities should improve the readiness of teacher candidates, the value of formalized preservice teacher education is unclear. In this review of the quantitative evidence about TPPs, I find that most studies show only minor differences in the value added of teachers who graduate from different programs, and that there are only a few studies that focus on the association between the features of teacher preparation and teacher workforce outcomes. The lack of evidence on the importance of the features of teacher preparation is primarily due to data deficiencies: data often do not permit connections between TPP features and teacher workforce outcomes. As a consequence, feedback loops that could theoretically provide TPPs with actionable information about program design typically do not exist. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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