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Teacher Preparation Research
An Insider’s View from the Outside
Suzanne M. Wilson
Michigan State University
Robert E. Floden
Michigan State University
Joan Ferrini-Mundy
Michigan State University
The authors were asked by the Office of Educational Research and Improvement and the U.S. Department of Education to conduct a review of high-quality research on five questions concerning teacher preparation. As part of that assignment, they were asked to develop a set of defensible criteria for including research in the review. In this article, they summarize what the research says about the five questions posed by their funders, and they discuss the development of the review criteria. The questions included attention to the subject matter and pedagogical preparation of prospective teachers, to the content and character of high-quality field experiences and alternative routes, and to research on the effects of policies on the enhancement of teacher preparation.
Journal of Teacher Education, Vol. 53, No. 3,
190-204 (2002)
DOI: 10.1177/0022487102053003002
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