Document Type

Article

Publication Date

Fall 2014

Publication Title

Issues in Teacher Education

Volume

22

Issue

2

Pages

139-153

Publisher Name

Caddo Gap Press

Abstract

Ultimately, the national goals of improving learning outcomes for all students and reducing, if not eliminating, the achievement gap require a teaching corps that brings knowledge and professional competencies to have positive impacts on diverse learners in diverse settings (Gándara & Maxwell-Jolly, 2006). As central actors in schools, teachers have the greatest impact on student achievement (Cochran-Smith & Fries, 2005). Nevertheless, due to varied challenges of preparing high-quality teachers within the context of traditional schools of education, preparation programs have yet to consistently and comprehensively produce teachers who accomplish these outcomes (Ball & Forzani, 2009; Larabee, 2004, 2010). While substantive reform and evidence of improved teacher education emerges (Ball & Forzani, 2009, 2010; Zumwalt & Craig, 2005), systemic change that contributes to better pre-kindergarten-through-twelfth-grade (PK-12) student outcomes remains elusive (Darling-Hammond, 2010).

Identifier

1536-3031

Comments

Author Posting. © Caddo Gap Press, 2014. This article is posted here by permission of Caddo Gap Press for personal use, not for redistribution. The definitive version was published in Issues in Teacher Education, Vol. 22, Iss. 2, (2014) http://www1.chapman.edu/ITE/

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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