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A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve
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  • Wiley

More About This Title A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve

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What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program—and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.
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Linda Darling-Hammond is the Charles E. Ducommum Professor of Teaching and Teacher Education at Stanford University and served as co-chair, with John Bransford, of the National Academy of Education's Committee on Teacher Education.

Joan Baratz-Snowden is director of Educational Issues at the American Federation of Teachers (AFT). She was vice president for Education Policy and Reform and for Assessment and Research at the National Board for Professional Teaching Standards.

Since 1965, the National Academy of Education (NAE) has sought to advance the highest quality education research and its use in policy formation and practice. NAE is an honorary membership society of the most respected scholars of education from the U.S. and other countries. In addition to this book, the Academy sponsored Preparing Teachers for a Changing World, which provides the research foundations for the recommendations contained here.

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Preface and Acknowledgments ix

Committee on Teacher Education xi

Introduction 1

The Focus and Organization of This Report 3

1 What Do Teachers Need to Know? 5

Knowledge of Learners and Their Development 7

Knowledge of Subject Matter and Curriculum Goals 14

Knowledge of Teaching 17

In Sum . . . 27

2 How Can Teachers Acquire the Knowledge They Need? 29

How Teachers Develop and Learn 31

Problems of Learning to Teach 32

3 Implications for Teacher Preparation 37

Promising Pedagogies 41

In Sum . . . 50

4 Policy Recommendations 53

Development and Accreditation of Preparation Programs 57

Licensure Reform 60

Recruitment and Retention of New Teachers 63

Notes 73

Bibliography 77

About the Editors 83

Index 85

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