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Traditions of Reform in U.S. Teacher Education [microform] / Kenneth M. Zeichner and Daniel P. Liston
Bib ID 5519565
Format BookBook, MicroformMicroform, OnlineOnline
Author
Zeichner, Kenneth M
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1990 
41 p. 
Summary

Four traditions of reform in 20th century U.S. teacher education are described: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is illustrated with examples from both early and contemporary teacher education programs. Following the presentation of the reform traditions, the heuristic value of the traditions framework is illustrated by applying it to a discussion of current reforms centered on reflective teaching. it is argued that this framework of reform traditions can help clarify some of the important differences between reform proposals which appear on the surface to be alike. (Author)

Notes

Availability: National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($5.20).

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Education.  |  Change Strategies.  |  Competency Based Teacher Education.  |  Excellence in Education.  |  Higher Education.  |  Program Improvement.  |  Reflective Teaching.  |  Social Action.  |  Teacher Behavior.  |  Teacher Characteristics.  |  Teacher Education Curriculum.  |  Teacher Education Programs.
Form/genre Reports, Descriptive.
Other authors/contributors Liston, Daniel P., author  |  National Center for Research on Teacher Education, East Lansing, MI
Available From ERIC 
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008 080220s1990    xxu ||| bt    ||| | eng d
035 |9(ericd)ED320905
037 |aED320905|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aZeichner, Kenneth M.
245 1 0 |aTraditions of Reform in U.S. Teacher Education|h[microform] /|cKenneth M. Zeichner and Daniel P. Liston.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1990.
300 |a41 p.
500 |aAvailability: National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($5.20).|5ericd
500 |aSponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.|5ericd
520 |aFour traditions of reform in 20th century U.S. teacher education are described: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is illustrated with examples from both early and contemporary teacher education programs. Following the presentation of the reform traditions, the heuristic value of the traditions framework is illustrated by applying it to a discussion of current reforms centered on reflective teaching. it is argued that this framework of reform traditions can help clarify some of the important differences between reform proposals which appear on the surface to be alike. (Author)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aAcademic Education.|2ericd
650 0 7 |aChange Strategies.|2ericd
650 0 7 |aCompetency Based Teacher Education.|2ericd
650 1 7 |aExcellence in Education.|2ericd
650 0 7 |aHigher Education.|2ericd
650 1 7 |aProgram Improvement.|2ericd
650 0 7 |aReflective Teaching.|2ericd
650 1 7 |aSocial Action.|2ericd
650 0 7 |aTeacher Behavior.|2ericd
650 0 7 |aTeacher Characteristics.|2ericd
650 1 7 |aTeacher Education Curriculum.|2ericd
650 1 7 |aTeacher Education Programs.|2ericd
655 7 |aReports, Descriptive.|2ericd
700 1 |aListon, Daniel P.,|eauthor.
710 2 |aNational Center for Research on Teacher Education, East Lansing, MI.
856 4 1 |uhttps://eric.ed.gov/?id=ED320905
984 |aANL|cmc 2253 ED320905|d77000000324824
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