The outcomes question in teacher education |
| |
| Institution: | 1. Medical Imaging, University of Toronto, Toronto, ON, Canada;2. Department of Radiology, Sir Charles Gairdner Hospital, QEII Medical Centre, Perth, Western Australia;3. Department of Medical Biophysics, Sunnybrook Health Sciences Centre, Toronto, ON, Canada;4. Division of Medical Oncology, Princess Margaret Cancer Centre, University of Toronto, Toronto, ON, Canada;5. Department of Medical Oncology, The Christie NHS Foundation Trust/University of Manchester, Institute of Cancer Sciences, Manchester, UK;1. Department of Cardiology, Antwerp University Hospital, Edegem, Belgium;2. Department of Clinical Chemistry, Antwerp University Hospital, Edegem, Belgium;3. Translational Pathophysiological Research Group, University of Antwerp, Edegem, Belgium;1. Radiation Medicine Program, Department of Radiation Oncology, Princess Margaret Cancer Center, University of Toronto, Toronto, Ontario, Canada;2. Department of Medical Imaging, University of Toronto, Women''s College Hospital, Toronto, Ontario, Canada;3. Department of Biostatistics, Princess Margaret Cancer Centre, Toronto, Ontario, Canada |
| |
| Abstract: | This article begins with the premise that it is possible to trace teacher education development and reform in terms of the major questions that have driven the field and the sometimes competing ways these questions have been constructed, debated, and enacted in research, policy, and practice. The author argues that currently “the outcomes question” is driving teacher education. Generally, the outcomes question includes debates about what impacts teacher education should be expected to have on teacher learning, professional practice, and student learning as well as debates about how, by whom, and for what purposes outcomes should be documented, demonstrated, and/or measured. The article identifies three major ways that the outcomes question in teacher education is being constructed in the research literature, the policy arena, and the media: outcomes as long term impact, outcomes as teacher test scores, and outcomes as professional performance. Each of these is analyzed in some detail, drawing on related analyses from policy and teacher education practice. Finally the article suggests several concerns about how the outcomes question is being constructed in teacher education, questioning some of the viewpoints that are being legitimized or undermined and drawing particular attention to the impact of these for a just and democratic society. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
