Handbook of Research onTeacher EducationEnduring Questions in Changing ContextsThird Edition

Edited by

Marilyn Cochran-SmithBoston College

Sharon Feiman-NemserBrandeis University

D. John Mclntyre

Southern Illinois University

and

Kelly E. DemersAssociate EditorBoston College

Co-published byRoutledge, Taylor & Francis Group

and the Association of Teacher Educators

RoutledgeTaylor & Francis Group

NEW YORK AND LONDON

Contents

List of figures xviiList of tables xixNotes on contributors xxForeword xxxW. ROBERT HOUSTON

Preface xxxivAcknowledgments xxxvii

PART 1 WHAT'S THE POINT? 1The purposes of teacher educationEDITOR: DAVID T. HANSEN

Framing chapters 3

1 Introduction: why educate teachers? 5DAVID T. HANSEN

2 Values and purpose in teacher education 10DAVID T. HANSEN

3 Teacher education in a democratic society: learning and teaching thepractices of democratic participation 27EMILY ROBERTSON

4 The moral and epistemic purposes of teacher education 45HUGH SOCKETT

Artifacts 67

1.1 Ralph Waldo Emerson, "The American scholar" (1837) 69Source: Ralph Waldo Emerson, Essays and Lectures. New York:Library of America, 1983, pp. 51-71

1.2 W. E. B. Du Bois, "Of the coming of John" (1903) 87Source: W. E. B. Du Bois, The Souls of Black Folk. New York:Library of America, 1990, pp. 165-179

vi CONTENTS

1.3 Jane Addams, "Socialized education" (1910) 87Source: Jane Addams, Twenty Years at Hull-House. Urbana:University of Illinois Press, 1990, pp. 244-258

1.4 John Dewey, "The need for a philosophy of education" (1934) 96Source: John Dewey, The Later Works, 1925-1953, Volume 9:1933-1934, ed. Jo Ann Boydston. Carbondale: Southern IllinoisUniversity Press, 1989, pp. 194-204

Commentaries

5 ls deliberative democracy enough in teacher education? 105MICHAEL W. APPLE

6 Advancing the public purpose of schooling and teacher education 111JOHN I. GOODLAD

7 A thought from another world: the professional education of Blackteachers in Georgia, 1930-1965 117VANESSA SIDDLE WALKER

PART 2 WHAT SHOULD TEACHERS KNOW? 123Teacher capacities: knowledge, beliefs, skills, and commitmentsEDITOR: CARL A. GRANT

Framing chapters 125

8 Teacher capacity: introduction to the section 127CARL A. GRANT

9 Rethinking teacher capacity 134G. WILLIAMSON McDIARMID AND MARY CLEVENGER-BRIGHT

10 Teacher capacity for diverse learners: what do teachers need to know? 157TYRONE C. HOWARD AND GLENDA R. ALEMAN

11 Teacher capacity and social justice in teacher education 175CARL A. GRANT AND VONZELL AGOSTO

Artifacts 201

2.1 James Baldwin, "A talk to teachers" (1963) 203Source: James Baldwin, A talk to teachers, Saturday Review,December 21, 1963, pp. 42-44

CONTENTS vii

2.2 Paulo Freire, "Teachers as cultural workers: letters to those whodare teach" (1998) 208Source: Paulo Freire, Teachers as Cultural Workers: Letters to ThoseWho Dare Teach, Westview Press, 1998, pp. 39-46

2.3 M. Greene, "The dialectic of freedom" (1988) 214Source: M. Greene, The Dialectic of Freedom, Teachers CollegePress, 1988, pp. 117-135

2.4 Katrina B. Flores, "They're calling us names" 226

Commentaries 229

12 Do you see what I see? Teacher capacity as vision for educationin a democracy 231MAUREEN D. GILLETTE AND BRIAN D. SCHULTZ

13 Partial movements toward teacher quality . . . and their potential foradvancing social justice 238KEVIN K. KUMASHIRO

14 Dismantling dichotomies in teacher education 243PAM GROSSMAN, MORVA McDONALD, KAREN HAMMERNESS, AND

MATTHEW RONFELDT

15 Teacher capacity for diversity 249DONNA M. GOLLNICK

PART 3 WHERE SHOULD TEACHERS BE TAUGHT? 259Settings and roles in teacher educationEDITOR: KENNETH ZEICHNER

Framing chapters 261

16 Introduction: settings for teacher education 263KENNETH ZEICHNER

17 Teacher education programs as sites for teacher preparation 269KENNETH ZEICHNER AND HILARY G. CONKLIN

18 An uneasy relationship: the history of teacher education inthe university 290DAVID F. LABAREE

19 What kind of experience? Preparing teachers in PDS orcommunity settings 307MARILYNNE BOYLE-BAISE AND D. JOHN McINTYRE

viii CONTENTS

Artifacts

3.1 Linda Darling-Hammond, "The case for university-based teachereducation" (1999) 333Source: R. Roth (ed.), The Role of the University in the Preparationof Teachers. NewYork: Routledge/falmer, 1999, pp. 13-30

3.2 Barbara Seidl and Gloria Friend, "Leaving authority at the door:equal-status community-based experiences and the preparation ofteachers for diverse classrooms" (2002) 347Source: Barbara Seidl and Gloria Friend, Leaving authority at thedoor, Teaching and Teacher Education, 18(4), 2002, pp. 421-433

3.3 Martin Haberman and Linda Post, "Teachers for multiculturalschools: the power of selection" (1998) 360Source: Martin Haberman and Linda Post, Teachers formulticultural schools, Theory into Practice, 37(2), 1998, pp. 97-104

Commentaries 371

20 Rigor and relevance in teacher preparation 373MICHELLE RHEE AND KARLA OAKLEY

21 Settings for teacher education: challenges in creating a stronger research base 379SHARON P. ROBINSON

22 Settings are more than sites 388W. ROBERT HOUSTON

PART 4 WHO TEACHES? WHO SHOULD TEACH? 395Teacher recruitment, selection, and retentionEDITOR: A. LIN GOODWIN

Framing chapters 397

23 Defining teacher quality: is consensus possible? 399A. LIN GOODWIN

24 Who is teaching? Does it matter? 404KAREN ZUM WALT AND ELIZABETH CRAIG

25 Teachers of color: quality and effective teachers one way or another 424MARY E. DILWORTH AND ANTHONY L. BROWN

26 The next generation of teachers: who enters, who stays, and why 445SUSAN MOORE JOHNSON AND SUSAN M. KARDOS

CONTENTS IX

27 Teacher educators as gatekeepers: deciding who is ready to teach 468A. LIN GOODWIN AND CELIA OYLER

Artifacts 491

4.1 U.S. Department of Education, Rod Paige» Secretary, "Meeting thehighly qualified teachers challenge: the secretary's annual report onteacher quality" (2002) 493Source: U.S. Department of Education, Office of PostsecondaryEducation, Office of Policy Planning and Innovation, Meeting theHighly Qualified Teachers Challenge: The Secretary's Annual Reporton Teacher Quality, Washington, DC, 2002, pp. viii—9

4.2 National Collaborative on Diversity in the Teaching Force,"Assessment of diversity in America's teaching force:a call to action" (2004) 501Source: National Collaborative on Diversity in the Teaching Force,Assessment of Diversity in America's Teaching Force: A Call toAction. Washington, DC: National Education Association, October2004, pp. 3-10

4.3 Photo: African American Teacher, Samuel R. Ward 508

4.4 Photo: First Mexican School 509

4.5 Photo: The Carlisle School 510

4.6 "An accommodation program for second-generation Chinese,"Asian American Scholar, Francis Chang (1934) 511Source: F. Chang, An accommodation program for second-generation Chinese, Sociology and Social Research, 18, 1934,pp. 541-553

4.7 INTASC, "Model standards for beginning teacher licensing,assessment and development: a resource for state dialogue" (1992) 512Source: INTASC, Washington, DC: Council of Chief State SchoolOfficers, 1992

4.8 Dan C. Lortie, Excerpt from "Schoolteacher" ( 1975) 513Source: Dan C. Lortie, Schoolteacher. Chicago: University ofChicago Press, 1975, pp. 26-40

χ CONTENTS

Commentaries

28 The teacher quality problem 5 2 7

RICHARD M. INGERSOLL

29 Changing the paradigm: preparing teacher educators and teachers for

the twenty-first centuryMARY H. FUTRELL

30 The perspective of a national board certified teacher on who should teach 540MEGHNA ANTANI LIPCON

PART 5 DOES DIFFERENCE MAKE A DIFFERENCE? 547

Diversity and teacher educationEDITOR: ANA MARÎA VILLEGAS

Framing chapters 549

31 Diversity and teacher education 551ANA MARÎA VILLEGAS

32 Preparing White teachers for diverse students 559CHRISTINE E. SLEETER

33 Preparing teachers of color to confront racial/ethnic disparities ineducational outcomes 583ANA MARÎA VILLEGAS AND DANNÉ E. DAVIS

34 Responding to the linguistic reality of mainstream classrooms: preparingall teachers to teach English language learners 606TAMARA LUCAS AND JAIME GRINBERG

Artifacts 637

5.1 Nathan Glazer, "Is assimilation dead?" (1993) 639Source: Nathan Glazer, Is assimilation dead? The Annals of theAmerican Academy of Political and Social Sciences, 530, November1993,pp. 122-136

5.2 Samuel B. Ethridge, "Impact of the 1954 Brown v. Topeka Board ofEducation decision on Black educators" (1979) 650Source: Samuel B. Ethridge, Impact of the 1954 Brown v. TopekaBoard of Education decision on Black educators, The NegroEducational Review, 30(4), 1979, pp. 217-232

5.3 American Association of Colleges for Teacher Education, "No onemodel American" (1972) 661Source: American Association of Colleges for Teacher EducationCommission on Multicultural Education, No One Model American.Washington, DC: Author, 1972

CONTENTS XI

5.4 Committee on Multicultural Education, "Educators' preparation forcultural and linguistic diversity: a call to action" (2002) 664Source: Committee on Multicultural Education, Educators'Preparation for Cultural and Linguistic Diversity: A Call to Action.Washington, DC: American Association of Colleges for TeacherEducation, 2002

Commentaries 673

35 Diversity and teacher education: people, pedagogy, and politics 675JACQUELINE JORDAN IRVINE

36 Diversity and teacher education: what can the future be? 679TINA JACOBOWITZ AND NICHOLAS M. MICHELLI

37 Troubling diversity 686VICTORIA CHOU AND KAREN SAKASH

PART 6 HOW DO PEOPLE LEARN TO TEACH? 693Teacher learning over timeEDITOR: SHARON FEIMAN-NEMSER

Framing chapters 695

38 Teacher learning: how do teachers learn to teach? 697SHARON FEIMAN-NEMSER

39 The metaphors by which we teach: experience, metaphor, and culturein teacher education 706CHERYL ROSAEN AND SUSAN FLORIO-RUANE

40 The development of the personal self and professional identity inlearning to teach 732CAROL R. RODGERS AND KATHERINE H. SCOTT

41 Learning among colleagues: teacher community and the sharedenterprise of education 756JOELWESTHEIMER

Artifacts 785

6.1 John Dewey, "The relation of theory to practice in education" (1904) 787Source: In J. Boydston (ed.), Essays on the New Empiricism1903-1906: Vol 3. The Middle Works of John Dewey 1899-1924.Carbondale: Southern Illinois University Press, 1904, pp. 249-272

xii CONTENTS

6.2 Lucy Sprague Mitchell, "Growth of teachers in professionalmaturity" (1950) 800Source: Lucy Sprague Mitchell, Our Children and Our Schools.New York: Simon and Schuster, 1950, pp. 323-338

6.3 David C. Berliner, "The nature of expertise in teaching" ( 1992) 808Source: In F. K. Oser, A. Dick and J-L. Patry (eds.), Effective andResponsible Teaching: The New Synthesis. San Francisco:Jossey-Bass, 1992, pp. 227-248

Commentaries 825

42 Rethinking the study of learning to teach 827RENÉE T.CLIFT

43 Perspectives on teacher learning: normative, logical, empirical 835DANIEL FALLON

44 Teacher learning: a commentary by reform-minded teaching colleagues 842VIVIAN TROEN AND KATHERINE C. BOLES

PART 7 WHO'S IN CHARGE? 847Authority in teacher education and licensure policyEDITOR: SUZANNE M. WILSON

Framing chapters 849

45 The emperor's new clothes: do we really need professional educationand certification for teachers ? 851SUZANNE M. WILSON

46 Competing visions of purpose, practice, and policy: the history ofteacher certification in the United States 855MICHAEL W. SEDLAK

47 From traditional certification to competitive certification:a twenty-five year retrospective 886DAVID G. IMIG AND SCOTT R. IMIG

48 The evolving field of teacher education: how understanding challenge(r)smight improve the preparation of teachers 908SUZANNE M. WILSON AND ERAN TAMIR

CONTENTS xiii

Artifacts 937

7.1 Isaac Stone, "The elementary and the complete examiner; orcandidate's assistant: prepared to aid teachers in securing certificatesfrom boards of examiners" (1864) 939Source: Isaac Stone, The Elementary and the Complete Examiner; orCandidate's Assistant: Prepared to Aid Teachers in SecuringCertificates from Boards of Examiners. New York and Chicago:A. S. Barnes and Company, 1864

7.2 W. C. Bagley, "Training of teachers" (1919) 940Source: W. C. Bagley, Training of teachers. Proceedings of theNational Education Association, USA, 1919, pp. 499-504

7.3 W. E. Peik, "Building a still better teaching profession for ourtimes" (1948) 944Source: W. E. Peik, The education of teachers as viewed by theprofession. Proceedings of the National Commission on TeacherEducation and Professional Standards, National EducationAssociation of the United States, 9-17, 1948. (Official group reportsof the Bowling Green Conference held at Bowling Green StateUniversity, Bowling Green, Ohio, June 30-July 3)

7.4 Arthur E. Bestor, Jr., "On the education and certification ofteachers" (1953) 947Source: Arthur E. Bestor, Jr., "On the education and certification ofteachers," School and Society 78(2016), 1953, pp. 81-87

7.5 Ralph W. McDonald, "The professional standards movement inteaching: evolution of an idea" (1956) 953Source: Ralph W. McDonald, The professional standards movementin teaching: progress and projection. Proceedings of the NationalCommission on Teacher Education and Professional Standards,National Education Association of the United States, 8-21, 1956.(Report of the Parkland Conference held at Pacific Lutheran College,Parkland, Washington, June 26-30.)

7.6 David J. Fox, "National Teacher Examinations" (1982) 959Source: David J. Fox, National Teacher Examinations. New York:Arco Publishing, Inc., 1982

7.7 Saul Cooperman and Leo Klagholz, "New Jersey's alternate route tocertification" (1985) 962Source: Saul Cooperman and Leo Klagholz, New Jersey's alternateroute to certification. Phi Delta Kappan, 66(10), 1985, pp. 691-695

xiv CONTENTS

7.8 Doyle Watts, "Alternate routes to teacher certification: a dangeroustrend" (1986) 9 6 9

Source: Doyle Watts, Alternate routes to teacher certification: adangerous trend. Action in Teacher Education, 2, 1986, pp. 25-29

7.9 Frederick M. Hess, "Break the link" (2002) 974Source: Frederick M. Hess, Break the link. Education Next, 2002.Downloaded January 2006 from http://www.educationnext.org/20021/22.html

7.10 Richard L. Allington, "Ignoring the policy makers to improve teacherpreparation" (2005) 981Source: Richard L. Allington, Ignoring the policy makers to improveteacher preparation. Journal of Teacher Education 56(3), 2005,pp. 199-204

Commentaries 987

49 Teaching as a profession: a bridge too far? 989EDWARD CROWE

50 Jurisdictional issues in teacher education 1000FRANK B.MURRAY

PART 8 HOW DO WE KNOW WHAT WE KNOW? 1005Research and teacher educationEDITORS: MARILYN COCHRAN-SMITH AND KELLY E. DEMERS

Framing chapters 1007

51 How do we know what we know? Research and teacher education 1009MARILYN COCHRAN-SMITH AND KELLY E. DEMERS

52 Genres of research in teacher education 1017HILDA BORKO, JENNIFER A. WHITCOMB, AND KATHRYN BYRNES

53 Research on teacher education: changing times, changing paradigms 1050MARILYN COCHRAN-SMITH AND KIM FRIES

54 Critical and qualitative research in teacher education: a bluesepistemology for cultural well-being and a reason for knowing 1094JOYCE E . K I N G

CONTENTS XV

Artifacts 1137

8.1 Nathaniel L. Gage, "Applying what we know: the field of teachereducation" (1978) 1139Source: Nathaniel L. Gage, The Scientific Basis of the Art ofTeaching. New York, NY: Teachers College Press, pp. 42-62

8.2 Susan Florio-Ruane, "More light: an argument for complexity instudies of teaching and teacher education" (2002) 1152Source: Susan Florio-Ruane, More light: an argument for complexityin studies of teaching and teacher education. Journal of TeacherEducation, 53(3), 2002, pp. 205-215

8.3 Magdalene Lampert, "Knowing teaching: the intersection of researchon teaching and qualitative research" (2000) 1164Source: Magdalene Lampert, Knowing teaching: the intersection ofresearch on teaching and qualitative research. Harvard EducationalReview, 70(1), 2000, pp. 86-99

Commentaries 1175

55 Toward a better understanding of teaching and learning about teaching 1177JOHN LOUGHRAN

56 Improving methods for research on teacher education 1183ROBERT E. FLODEN

57 Notes from a pragmatist: learning what we need to know about teachereffectiveness and preparation 1189DAVID H. MONK

PART 9 WHAT GOOD IS TEACHER EDUCATION? 1195The place of teacher education in teachers' educationEDITOR: MARY M. KENNEDY

Framing chapters 1197

58 The place of teacher education in teachers' education 1199MARY M. KENNEDY

59 Teacher education toward liberal education 1204STEVE WEILAND

60 The role of teacher education courses in teaching by second nature 1228FRANK B. MURRAY

61 The value added by teacher education 1247MARY M. KENNEDY, SOYEON AHN, AND JINYOUNG CHOI

xvi CONTENTS

Artifacts 1273

9.1 W. S. Learned, W. C. Bagley and others, "Purposes of a normalschool" (1920) 1275Source: W. S. Learned, W. C. Bagley and others, Purpose of a normalschool. In M. L. Borrowman (ed.), Teacher Education in America: ADocumentary History. New York: Teachers College Press, 1965

9.2 James Bryant Conant, "A quarrel among educators " ( 1963 ) 1286Source: James Bryant Conant, The Education of American Teachers.New York: McGraw Hill, 1963

9.3 Gary Sykes, "Teacher education and the predicament of reform" (1984) 1294Source: Gary Sykes, Teacher education and the predicament ofreform. In C. E. J. Finn, D. Ravitch and R. T. Fancher (eds.), AgainstMediocrity: The Humanities in America's High Schools. New York:Holmes and Meier, 1984, pp. 172-194

Commentaries 1311

62 A reflection on the professional preparation of teachers 1313DIANE RAVITCH

63 Knowledge for teaching: what do we know? 1316LINDA DARLING-HAMMOND

64 Teacher education and the education of teachers 1324FREDERICK M. HESS

Name Index 1329Subject Index 1341