2000/05/01 by Linda Darling-Hammond, Linda Darling‐Hammond · 3 citations
Social Sciences · #Collaborative Teaching and Inclusion #Evaluation of Teaching Practices #Teacher Education and Leadership Studies
paper · doi:10.1177/0022487100051003002
crossref issued 2000/05/01 · crossref published 2000/05/01 · crossref published-online 2000/05/01 · crossref published-print 2000/05/01 · openalex publication_date 2000/05/01 · crossref created 2007/03/11 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · openalex updated_date 2026/08/01 · crossref indexed 2026/08/01
Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none. Recent evidence also indicates that reforms of teacher education creating more tightly integrated programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching. An important contribution of teacher education is its development of teachers’abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom.