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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
Language: English
Authors: Cochran-Smith, Marilyn, Keefe, Elizabeth Stringer, Carney, Molly Cummings, Sánchez, Juan Gabriel, Olivo, Marisa, Smith, Reid Jewett
Source: Teacher Education Quarterly. Spr 2020 47(2):8-37.
Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Page Count: 30
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education, Schools of Education, Graduate Study, Educational Innovation, Professionalism, Accountability, Theory Practice Relationship, Models, Program Descriptions, Educational Objectives
ISSN: 0737-5328
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.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1249353
Database: ERIC
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  Data: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
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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.
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      – SubjectFull: Teacher Education
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      – SubjectFull: Schools of Education
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      – SubjectFull: Graduate Study
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      – SubjectFull: Educational Innovation
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