The Marginalization of Teacher Education: Who We Are, How We Got Here, How We Fit in the Big Picture, and What We Might Do about It
A watershed moment came when the Ryan Act was enacted in 1970, since that legislation strengthened the state's role in certification in ways that directly impacted teacher education practice, such as placing limits on the length of preparation programs and on the number of education units allow...
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| Published in | Teacher education quarterly (Claremont, Calif.) Vol. 37; no. 1; pp. 7 - 14 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
San Francisco
California Council on Teacher Education
01.01.2010
Caddo Gap Press |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0737-5328 |
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| Abstract | A watershed moment came when the Ryan Act was enacted in 1970, since that legislation strengthened the state's role in certification in ways that directly impacted teacher education practice, such as placing limits on the length of preparation programs and on the number of education units allowed prior to student teaching, and introducing the terminology of multiple and single subject credentials. [...] we are already doing it. |
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| AbstractList | This article presents the text of a presentation given by California Council on Teacher Education (CCTE) executive secretary Alan H. Jones at the CCTE Fall Conference in San Diego on October 15, 2009. Jones explores the concept of marginalization, and explains why he believes it applies very appropriately to the field of teacher education and their own organization. He emphasizes the importance of knowing their history, and asks why it is that history is not a more central part of teacher education. He begins by providing a brief history of the CCTE, which he argues is a prime example of marginalization. With that notion in place, he seeks to show how their history mirrors many of the broader patterns of the history of American education, an equally appropriate portrayal of marginalization. In these ways, hopefully, what he has to say will illuminate who they are, how they got here, and how they fit, or don't fit, in the big picture. With those problematics in place, he then shares what he believes is a critical recognition of a central problem of their marginalization and what they must try to do about it. A watershed moment came when the Ryan Act was enacted in 1970, since that legislation strengthened the state's role in certification in ways that directly impacted teacher education practice, such as placing limits on the length of preparation programs and on the number of education units allowed prior to student teaching, and introducing the terminology of multiple and single subject credentials. [...] we are already doing it. |
| Audience | Professional Academic Higher Education Postsecondary Education |
| Author | Jones, Alan H. |
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| Title | The Marginalization of Teacher Education: Who We Are, How We Got Here, How We Fit in the Big Picture, and What We Might Do about It |
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