CHAPTER 23: Teacher Education that Makes a Difference

John Loughran, Fred Korthagen, Tom Russell

Research output: Contribution to journalArticleResearchpeer-review

3 Citations (Scopus)

Abstract

Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples of alternative or restructured programs designed to better align teacher education practices with the anticipated demands and expectations of school teaching, principles of practice seem strangely absent. Principles of practice for teacher education programs must be at the heart of any attempt to construct a meaningful and relevant program that might realistically respond to the expectations, needs, and practices of student teachers. In this chapter, the authors develop a set of foundational principles based on teacher education programs in Australia, Canada, and the Netherlands, in order to initiate a renaissance of teacher education based on fundamental principles to guide the development of responsive teacher education programs that genuinely make a difference.

Original languageEnglish
Pages (from-to)405-421
Number of pages17
JournalAction in Teacher Education
Volume29
Issue number5-6
DOIs
Publication statusPublished - 1 Mar 2008

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