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Teacher Preparation at New Graduate Schools of Education: Studying a Controversial Innovation.

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Title: Teacher Preparation at New Graduate Schools of Education: Studying a Controversial Innovation.
Authors: Cochran-Smith, Marilyn1 marilyn.cochran-smith@bc.edu, Keefe, Elizabeth Stringer2, Carney, Molly Cummings3, Sánchez, Juan Gabriel4, Olivo, Marisa5, Smith, Reid Jewett5
Source: Teacher Education Quarterly. Spring2020, Vol. 47 Issue 2, p8-37. 30p.
Subject Terms: *Teacher education, *Graduate education, *Universities & colleges, *Master's degree, *Psychology of teachers
Abstract: A controversial innovation within the rapidly expanding field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs), which are not university based but are state authorized and approved as institutions of higher education to prepare teachers, endorse them for initial teacher certification, and grant master's degrees. Despite media attention and both public and private funding, however, there is little empirical research about the phenomenon of teacher preparation at nGSEs based on access to actual programs, participants, materials, and institutional records. This article is the first in a planned series that draws on a Spencer Foundation-funded study of teacher preparation at nGSEs to introduce the phenomenon. It has three purposes: to situate the emergence of teacher preparation at nGSEs within larger professional, policy, and political contexts; to define and clarify the characteristics of teacher preparation at nGSEs and identify its institutional domain; and to present a field- and theory-informed analytic framework for studying teacher preparation at nGSEs. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Education Quarterly is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Education+Quarterly%22">Teacher Education Quarterly</searchLink>. Spring2020, Vol. 47 Issue 2, p8-37. 30p.
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  Data: A controversial innovation within the rapidly expanding field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs), which are not university based but are state authorized and approved as institutions of higher education to prepare teachers, endorse them for initial teacher certification, and grant master's degrees. Despite media attention and both public and private funding, however, there is little empirical research about the phenomenon of teacher preparation at nGSEs based on access to actual programs, participants, materials, and institutional records. This article is the first in a planned series that draws on a Spencer Foundation-funded study of teacher preparation at nGSEs to introduce the phenomenon. It has three purposes: to situate the emergence of teacher preparation at nGSEs within larger professional, policy, and political contexts; to define and clarify the characteristics of teacher preparation at nGSEs and identify its institutional domain; and to present a field- and theory-informed analytic framework for studying teacher preparation at nGSEs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Education Quarterly is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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