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Direct linkCochran-Smith, Marilyn; Ell, Fiona; Grudnoff, Lexie; Ludlow, Larry; Haigh, Mavis; Hill, Mary – Teacher Education Quarterly, 2014
Many scholars have concluded that teacher education research needs to take a complex view, resist simplification, and account more fully for teacher education's contexts and processes as well as its impact on teacher candidates' and school students' learning (Cochran-Smith & Zeichner, 2005; Grossman & McDonald, 2008; Opfer & Pedder,…
Descriptors: Teacher Education Programs, Educational Research, Program Descriptions, Educational Theories
Ell, Fiona; Haigh, Mavis; Cochran-Smith, Marilyn; Grudnoff, Lexie; Ludlow, Larry; Hill, Mary F. – Asia-Pacific Journal of Teacher Education, 2017
Despite a growing body of knowledge about what content, processes and arrangements for learning may result in more effective initial teacher education, there remains a problem with the variability of outcomes from teacher education programmes. This paper reports on a multi-perspective exploration of what influences learning to teach in valued ways…
Descriptors: Teacher Education, Teacher Educators, Mentors, Experienced Teachers
Hill, Mary F.; Ell, Fiona; Grudnoff, Lexie; Haigh, Mavis; Cochran-Smith, Marilyn; Chang, Wen-Chia; Ludlow, Larry – Assessment in Education: Principles, Policy & Practice, 2017
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…
Descriptors: Preservice Teachers, Masters Programs, Outcomes of Education, Surveys
