A Study in Contrasts: Multiple-Case Perspectives on Teacher Preparation at New Graduate Schools of Education

Autor/inn/en	Cochran-Smith, Marilyn; Stringer Keefe, Elizabeth; Smith, Reid Jewett
Titel	A Study in Contrasts: Multiple-Case Perspectives on Teacher Preparation at New Graduate Schools of Education
Quelle	In: New Educator, 17 (2021) 1, S.96-118 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stringer Keefe, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2020.1822485
Schlagwörter	Teacher Education Programs; Graduate Study; Schools of Education; Program Content; Higher Education; Educational History; Educational Policy; Politics of Education; Context Effect; Institutional Mission; Preservice Teacher Education; Educational Environment; Financial Support; Educational Finance; Massachusetts (Boston); California (San Diego); District of Columbia; New York (New York) + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Erziehungswissenschaftliche Fakultät; Programmgestaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Educational policy; Lehramtsstudiengang; Lehrerausbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Finanzielle Förderung; Bildungsfonds
Abstract	This article takes a multi-case perspective on teacher preparation at new graduate schools of education (nGSEs) across four sites. The article argues that teacher preparation at nGSEs is a study in contrasts. On one hand, nGSE leaders frame teacher preparation at their institutions in terms of the marked contrasts they perceive between their programs and teacher preparation programs at universities, which is one of their principal justifications for the relocation of teacher preparation to new non-university organizations. On the other hand, there are stark contrasts within and across nGSE sites in how teacher preparation is conceptualized and enacted, depending primarily upon the interplay of underlying assumptions and values and the larger professional and political purposes to which particular nGSEs are attached. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01