Setting and Defining the Context of Reform
| 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.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.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 | https://hdl.handle.net/10587/1112 | |
| 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.title | Setting and Defining the Context of Reform | en_US |
| dc.type | Book chapter | en_US |