scholarly journals Teacher Education Policy and Practice

2017 ◽  
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Policy And Practice ◽  
Teacher Education Policy

scholarly journals Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE

2018 ◽  
Vol 26 ◽  
pp. 31 ◽  
Author(s):  
Nick Henning ◽  
Alison G. Dover ◽  
Erica K. Dotson ◽  
Ruchi Agarwal-Rangath ◽  
Christine D. Clayton ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Teacher Performance ◽  
Teaching Profession ◽  
Unintended Consequences ◽  
Performance Assessments ◽  
Special Issue ◽  
Policy And Practice ◽  
Teacher Education Policy ◽  
Contested Terrain

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.

scholarly journals Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

2018 ◽  
Vol 26 ◽  
pp. 25 ◽  
Author(s):  
Elena Aydarova ◽  
David C. Berliner
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Special Issue ◽  
Policy And Practice ◽  
Policy Makers ◽  
The Public ◽  
Teacher Education Policy ◽  
Policy Debates ◽  
Education Community ◽  
Contested Terrain

In the policy climate where various actors claim to have the solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices. This introduction to the special issue explores policy contestations surrounding teacher education and highlights some of the perspectives overlooked by policy debates. It lays out new priorities for the teacher education community to ensure that the profession’s collective voice would be heard by policy-makers and by the public at large.

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