This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted 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 Citing Articles via Scopus Google Scholar Articles by Wilson, S. M. Search for Related Content Social Bookmarking                         What's this?

Finding a Canon and Core

Meditations on the Preparation of Teacher Educator-Researchers

Michigan State University

In this article, the author explores seven "unanswered questions" concerning the preparation of future teacher educator-researchers. She considers five questions concerning the substance of doctoral preparation: what the new generation of teacher-researchers would need to know about teacher education, relevant disciplines, research methodologies, teaching in universities, and K-12 schooling. She then briefly discusses the need to theorize about how doctoral students learn to teach and conduct research. In essence, the author proposes a curriculum for her own learning as a mentor and advisor in a doctoral program for future teacher educator-researchers.

Key Words: educational reform • program standards/evaluation • theories of teacher education

Journal of Teacher Education, Vol. 57, No. 3, 315-325 (2006)
DOI: 10.1177/0022487105285895


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

This article has been cited by other articles:

				H. Borko, D. Liston, and J. A. Whitcomb Genres of Empirical Research in Teacher Education Journal of Teacher Education, January 1, 2007; 58(1): 3 - 11. [PDF]