Setting and Defining the Context of Reform

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dc.contributor.author Cole, Ardra
dc.contributor.author Knowles, J. Gary
dc.date.accessioned 2011-09-30T14:14:39Z
dc.date.available 2011-09-30T14:14:39Z
dc.date.issued 1998
dc.identifier.citation Knowles, J. G., & Cole, A. L. (1998). Setting and defining the context of teacher education reform, In A. L. Cole, R. Elijah, & J. G. Knowles (Eds.), The heart of the matter: Teacher educators and teacher education reform (pp. 15-36). Caddo Gap Press en_US
dc.identifier.isbn 1880192284
dc.identifier.isbn 1880192284
dc.identifier.uri http://hdl.handle.net/10587/1112
dc.description Excerpt from chapter: ""It is our purpose to debunk notions that lay blame on teacher educators themselves for the inadequate preparation of teachers to deal with the complexities and demands of today's classrooms. Moreover, it is our intent to highlight the conditions under which a particular group of teacher educators works towards bringing about sustained reform. A great number of teacher educators are working to make changes in teacher education classrooms, programs, and contexts, many of them are new to the professoriate. And the changes many of them envisage are best represented by deep conceptual shifts the very basis for substantial and sustained reforms associated with schools and their functions and teachers and their work." en_US
dc.language.iso en en_US
dc.publisher Caddo Gap Press en_US
dc.subject Teacher education en_US
dc.subject Educational reform en_US
dc.type Book chapter en_US
dc.title Setting and Defining the Context of Reform en_US

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