Abstract
Over the last 20 years, numerous international and national reports and accounts of them (e.g., Bahr & Mellor, 2016; Caldwell & Sutton, 2010; Carnegie Corporation of New York, 2006; Hartsuyker, 2007; Ingvarson et al., 2014; Levine, 2006; National Research Council, 2010; Next Steps, 2021; Ramsay, 2000; Tatto, 2021; UNESCO, 2022; Wilson, 2020) have called for major improvements in how teachers are selected and prepared for classroom practice. These reports often generate significant political debate and controversy as the many stakeholder groups in education interpret the policy implications and admoni- tions contained in these documents from the often-conflicting perspectives of their different constituencies.
| Original language | English |
|---|---|
| Title of host publication | Design for Change |
| Subtitle of host publication | Designing Evidence-Based Teacher Preparation Programs |
| Editors | Alan Bain |
| Place of Publication | Switzerland |
| Publisher | Springer |
| Chapter | 1 |
| Pages | 1-11 |
| Number of pages | 11 |
| Volume | 1 |
| Edition | 1 |
| ISBN (Electronic) | 978-3-031-56768-1 |
| ISBN (Print) | 978-3-031-56767-4, 978-3-031-56768-1 |
| DOIs | |
| Publication status | Published - 01 Jun 2024 |