Chapter 28 Teacher Education that Makes a Difference: Developing Foundational Principles of Practice

Abstract

Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples of alternative or restructured programs designed to better align teacher education practices with the anticipated demands and expectations of school teaching, principles of practice seem strangely absent. Principles of practice for teacher education programs must be at the heart of any attempt to construct a meaningful and relevant program that might realistically respond to the expectations, needs, and practices of student teachers. In this chapter, the authors develop a set of foundational principles based on teacher education programs in Australia, Canada, and the Netherlands, in order to initiate a renaissance of teacher education based on fundamental principles to guide the development of responsive teacher education programs that genuinely make a difference.

Citation

Loughran, J., Korthagen, F.A.J. and Russell, T. (2013), "Chapter 28 Teacher Education that Makes a Difference: Developing Foundational Principles of Practice", Craig, C.J., Meijer, P.C. and Broeckmans, J. (Ed.) From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community (Advances in Research on Teaching, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 597-613. https://doi.org/10.1108/S1479-3687(2013)0000019031