This article is a rejoinder, some 20 years later, to a "JTE" editorial, titled "The Problem of Teacher Education." The previous piece suggested that in response to unprecedented attention by high-level policy makers to "fixing" the "broken" system of teacher education, teacher education was treated as what I…

Over the last decade, there have been multiple recommendations for evaluating, assessing, or holding teacher preparation accountable. This article analyzes recent policy proposals regarding "best practices for evaluating teacher preparation programs" by critiquing 19 major reports explicitly focused on evaluation. The analysis revealed…

Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for "fixing" teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during…

Background: Equity is invoked as a watchword in teacher education--a catch-all connected to an array of issues related to diversity, justice, or gaps in outcomes and opportunities for minoritized groups. This conceptual article argues that equity is often undefined and undertheorized in teacher education, and the complexities involved in…

Consistent with the anniversary theme of this special issue of ATE, this article offers an overview of 40 years of advocacy for social justice- and equity-centered teacher preparation through three extended examples from the author's own work. Arranged chronologically and shaped by differing policy and political landscapes, the examples represent…

In 2010, as the result of a congressionally mandated study, the National Research Council (NRC) published the report "Preparing Teachers: Building Evidence for Sound Policy" (NRC, 2010). Reflecting the unprecedented attention to teacher quality that had emerged internationally in response to the exigencies of the "global knowledge…

Teacher accountability has been a major strategy for "fixing" education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes…

Researchers, practitioners, and policy-makers in many countries are grappling with ways to address the persistent problem of inequitable educational outcomes between advantaged and disadvantaged students. This paper reports the results of a unique cross-country, cross-cultural analysis undertaken to provide insights into teaching practices that…

In keeping with the theme of the 40th anniversary issue of "EJTE," this article looks back and forward at US teacher education accountability. It argues that "holding teacher education accountable" has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher…

Teachers working together in learning communities is a popular aspect of school reform projects in countries around the world. However, teacher communities vary greatly from one another. This article describes two communities whose purpose is to help teachers work for equity by focusing on questions that emerge from practice and from genuine…

Despite an increasing number of English-language learners (ELLs) in U.S. schools and a trend toward placing them in mainstream classrooms, relatively little attention has been paid to synthesizing and appraising the extant research on how future mainstream teachers are prepared to teach this student population. To shed light on this topic, the…

This article examines evidence regarding the assessment learning of preservice teachers (PTs) in a new Master of Teaching designed to prepare teachers to address the less than equitable outcomes of certain groups of students in New Zealand. The assessment curriculum was integrated across all of the courses and the in-school experiences as one of…

This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for…

Differential student achievement has particular significance in New Zealand as it has one of the largest gaps between high and low achievers among all OECD countries. Students from low socio-economic status (SES) communities, who are often Maori and Pasifika, are heavily over-represented in the low achieving group, while students from wealthier…

In this article the authors respond to Leah Wasburn-Moses's thoughtful response to their article, "Diversity in Teacher Education and Special Education: The Issues That Divide." In their article, the authors identified what they believe are fundamental differences in how dominant voices in the special education and general teacher education…