This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Darling-Hammond, L. Search for Related Content Social Bookmarking                   What's this?

How Teacher Education Matters

Stanford University

Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none. Recent evidence also indicates that reforms of teacher education creating more tightly integrated programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching. An important contribution of teacher education is its development of teachers’abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				J. Ballantyne and C. Mills Promoting socially just and inclusive music teacher education: exploring perceptions of early-career teachers Research Studies in Music Education, June 1, 2008; 30(1): 77 - 91. [Abstract] [PDF]

				J. Ballantyne Integration, contextualization and continuity: three themes for the development of effective music teacher education programmes International Journal of Music Education, August 1, 2007; 25(2): 119 - 136. [Abstract] [PDF]

				N. Temmerman Equipping future arts educators for primary schools of the 21st century: an Australian point of view International Journal of Music Education, December 1, 2006; 24(3): 271 - 282. [Abstract] [PDF]

				F. J. Masci and E. M. Stotko Preparing High-Quality Teachers for Urbanized Schools: A Program Evaluation of a Partnership Model Education and Urban Society, November 1, 2006; 39(1): 46 - 68. [Abstract] [PDF]

				C. Talbert-Johnson Preparing Highly Qualified Teacher Candidates for Urban Schools: The Importance of Dispositions Education and Urban Society, November 1, 2006; 39(1): 147 - 160. [Abstract] [PDF]

				N. Brouwer and F. Korthagen Can Teacher Education Make a Difference? American Educational Research Journal, January 1, 2005; 42(1): 153 - 224. [Abstract] [PDF]

				C. Talbert-Johnson Structural Inequities and the Achievement Gap in Urban Schools Education and Urban Society, November 1, 2004; 37(1): 22 - 36. [Abstract] [PDF]

				J. Allen and J. Hermann-Wilmarth Cultural Construction Zones Journal of Teacher Education, May 1, 2004; 55(3): 214 - 226. [Abstract] [PDF]

				J. C. Ng Teacher Shortages in Urban Schools: The Role of Traditional and Alternative Certification Routes in Filling the Voids Education and Urban Society, August 1, 2003; 35(4): 380 - 398. [Abstract] [PDF]

				G. McAllister and J. J. Irvine The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs Journal of Teacher Education, November 1, 2002; 53(5): 433 - 443. [Abstract] [PDF]

				J. M. Gore Beyond Our Differences: A Reassembling of What Matters in Teacher Education Journal of Teacher Education, March 1, 2001; 52(2): 124 - 135. [Abstract] [PDF]