|Connecting University Course Work and Practitioner Knowledge through Mediated Field Experiences|
Teacher preparation in the United States, both university based and alternative, has been strongly critiqued as ineffective when it comes to preparing new teachers (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009; Levine, 2006; Lortie, 1975; Walsh, 2001). Recent reports such as those by the National Council for the Accreditation of Teacher Education (2010) and the American Association of Colleges of Teacher Education (2013), while crediting teacher education for working toward making significant improvements, voiced concern for issues still needing improvement, including field experiences and the lack of diversity in the teacher workforce. Although many stakeholders would agree that there is room for improvement in teacher education in the United States, the country is deeply divided about how to accomplish such change (Levine, 2006; Zeichner, 2010). Although many criticisms have been directed at alternative teacher education, we center this article on university-based teacher education because approximately 70% of our nation’s teachers are certified through these programs (U.S. Department of Education, 2013).
|Teacher Education Quarterly|
Campbell, Sara Sunshine, The Evergreen State College; Dunleavy, Teresa K., Vanderbilt University