Other Scholarly Content

Abstract

• NCTQ’s 2020 Teacher Prep Review focuses on two areas of teacher preparation: clinical practice and classroom management. The report uses an approach that is now familiar to readers of NCTQ publications: asserting a set of preferred practices and then applying those criteria to teacher education programs. Although NCTQ reports have been critiqued for their limited use of research and highly questionable research methodology, this report employs the same approaches as earlier NCTQ reports. Rather than analyzing the characteristics of successful programs preparing teachers for a wide range of contexts, the report is based exclusively on adherence to or compliance with NCTQ internal standards that are neither widely accepted nor evidence-based. Thus, the report’s value is diminished and is unlikely to transform teacher preparation.

Creator

• Schultz, Katherine
• Stillman, Jamy A

Date Issued

• 2021-03-16

Academic Affiliation

• National Education Policy Center

Subject

• Teacher Education, Quality, and Professional Development

Publisher

• National Education Policy Center

Dernière modification

• 2024-10-10

Emplacement

• Boulder

URL associée

•  https://nepc.colorado.edu/thinktank/teacher-prep

Resource Type

• Review

Déclaration de droits

• In Copyright

Peer Reviewed

• Yes

Series

• National Education Policy Center

Language

• English [eng]

Citation

• Stillman, J., & Schultz, K. (2021). NEPC Review: “2020 Teacher Prep Review: Clinical Practice and Classroom Management.” Boulder, CO: National Education Policy Center. Retrieved [date] from http://nepc.colorado.edu/thinktank/teacher-prep

License

• Creative Commons BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

Des relations

Dans Collection:

• National Education Policy Center

Articles

La vignette	Titre	Date de téléchargement	Visibilité	actes
	NR_Stillman-Schultz.pdf	2024-10-10	Public	Télécharger