Authority, Teacher Education and Educational Studies

Since 1978, the Committee on Academic Standards and Accreditation (CASA, a standing committee of the American Educational Studies Association) has maintained the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies. The Standards are a policy document intended as a powerful curriculum policy tool for faculty and higher education administrators across North America to use to develop foundations and educator preparation programming with disciplinary integrity and to maintain said programs with fidelity. As pressures to provide accountability and improvement measures or attach outcomes to disciplines in education increase, especially teacher education, foundations faculty and programs are challenged in their efforts to both build strong foundations programming and resist the push to dilute or otherwise embed the intellectual and practical work of the discipline into other, mostly unrelated, courses. The Standards provide language and support for foundations scholars housed in teacher education departments to hone their craft, generate good programming, and develop good scholars and P–12 practitioners.

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Educational Studies and Teacher Education in Ireland, 1965–1995

Paedagogica Historica ◽

10.1080/00309230.1998.11434896 ◽

1998 ◽

Vol 34 (sup1) ◽

pp. 431-446 ◽

Cited By ~ 3

Author(s):

John Coolahan

Keyword(s):

Teacher Education ◽

Educational Studies

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Communicative Competence and Cultural Emancipation: reviewing the rationale for educational studies in teacher education

Oxford Review of Education ◽

10.1080/0305498880140204 ◽

1988 ◽

Vol 14 (2) ◽

pp. 187-199 ◽

Cited By ~ 8

Author(s):

Pádraig Hogan

Keyword(s):

Teacher Education ◽

Communicative Competence ◽

Educational Studies

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Contents and Foreword of MIMBAR PENDIDIKAN Journal for March 2020's Edition

MIMBAR PENDIDIKAN ◽

10.17509/mimbardik.v5i1.24154 ◽

2020 ◽

Vol 5 (1) ◽

pp. i-ii

Author(s):

Editor Journal MIMBAR PENDIDIKAN

Keyword(s):

Teacher Education ◽

Southeast Asian ◽

Asian Countries ◽

West Java ◽

The World ◽

Normal University ◽

E Mail ◽

Southeast Asian Countries ◽

Educational Studies

MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan (Indonesian Journal for Educational Studies). This journal, with ISSN 2527-3868 (print) and 2503-457X (online), was firstly published on March 11, 2016, by UPI (Indonesia University of Education) Press in Bandung and orgnized by the Lecturers of UPI Journal Developer Team. The MIMBAR PENDIDIKAN is a new version journal from the old journal with the similar name that was published since 1995 to 2005. This journal is dedicated not only for Indonesian scholars who concern about educational studies, but also welcome to the scholars of Southeast Asian countries and around the world who care and share related to the educational studies in general. The MIMBAR PENDIDIKAN journal is published twice a year i.e. every March and September.Manila, Philippines: March 30, 2020.Bert Jazmin Tuga, Ph.D.Guest Editor of MIMBAR PENDIDIKAN Journal for March 2020's Edition in Bandung, West Java, Indonesia; and President of PNU (Philippine Normal University), the National Center for Teacher Education, 1000 Taft Avenue, Manila 1000, Philippines. E-mail: [email protected]

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The Reconstruction of Knowledge and Educational Studies

Journal of Education ◽

10.1177/002205748616800209 ◽

1986 ◽

Vol 168 (2) ◽

pp. 113-135 ◽

Cited By ~ 1

Author(s):

Landon E. Beyer

Keyword(s):

Teacher Education ◽

Educational Reform ◽

Social Theory ◽

Educational Theory ◽

Social Contexts ◽

Theory And Practice ◽

Political Climate ◽

Educational Studies

The current social and political climate presents the possibility of substantial reform in educational theory and practice. At the same time, continuing developments in epistemology and social theory are bringing into question some of our most basic and cherished assumptions about knowledge, certainty, and the legitimacy of social contexts within debates over claims to knowledge. These latter critiques offer the potential of wide-ranging transformations in education. This article explores these epistemological inquiries and their relevance for curriculum and teacher education, pointing out how it may be possible to take advantage of the current clamor for educational reform to revitalize both of these aspects of educational studies.

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