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 AERA 2001
Publications,
Papers,
and Alternative
Representations
Links for more information about Self-Study and Action Research
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Self Study
The
Self-Study
of Teacher Education Practices is
a Special Interest Group (SIG) of AERA and a way to approach thinking
about one's own teaching practice, one's experiences in teacher education,
and the way to make a difference in the lives of children. For more information,
see Hamilton's edited text Reconceptualizing Teaching Practice
(1998) London: Falmer Press.
Teaching & Teacher Education Journal
Mary Lynn Hamilton
is the North American Associate Editor for Teaching and Teacher Education
beginning in May 2001. Web-based information about the journal is available
by clicking on its name.
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Current Research
Casing
Teacher Education
Can
students' use of interactive cases about teaching help them to analyze
and apply theory to practice? This study explores that question.
What
keeps the KU School of Education fifth year completers teaching?
Nationally,
the United States is experiencing a teacher shortage. We have far
more openings for teachers than we have qualified teachers to fill them.
Worse, those teachers hired often do not remain in the profession more
than three years. What draws these teachers away from their chosen
profession? Poor preparation? Difficult working conditions?
Darling-Hammond
(1996) suggests
that five-year programs prepare better teachers. Further, research
claims that better prepared teachers stay in the profession longer (Zeichner
& Gore, 1996). Although this is public knowledge, there is an
epidemic of teachers leaving the profession and leaving too many empty
teaching positions. How do our fifth year completers of the University
of Kansas teacher education program (KUTeachers) fare within that crisis?
In the profession?
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