What Counts As Knowledge in Teacher Education?

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  • Format: Hardcover
  • Copyright: 1999-05-01
  • Publisher: Information Age Pub Inc
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The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge. Formal research studies, long the source of the knowledge base of teaching, is discredited by new ideologies that are based in the women's movement, the multiculturalists, and persons taken up with newer research strategies called "naturalistic," "ethnographic," or "case study" approaches. The book is a collection of essays that rehearses the issues facing the field, and addresses them in forthright fashion.

Table of Contents

Preface vii
1. Toward Wisdom through Conversation Across Epistemologies
Christine Sleeter
2. Ed Schools and the Problem of Knowledge
Mary M. Kennedy
3. Narrative and Neopragmatism in Teacher Education and Research
Gregory J. Cizek
4. Consensus and the Knowledge Base for Teaching and Teacher Education
Gary R. Galluzzo
5. What Do Critical Ethnographies of Schooling Tell Us About Teacher Knowledge?
Amy C. McAninch
6. Knowledge of Subject Matter
James D. Raths
7. Teacher Education, Knowledge Most Worth, and Ellwood P. Cubberley
Joseph A. Stornello
Author Index 169(4)
Subject Index 173

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