This volume addresses persistent issues in the preservice and
continuing education of teachers. Attention is focused upon
perspectives on teacher education that differ significantly from
those that have characterized views of this field in the past.
Among developments that provide the current context for teacher
education are the movement for standards, the emphasis upon inquiry
in the classroom, increased expectations for teachers'
participation in curriculum development, constructivism and the
cognitive revolution, and professional development schools. These
and other matters receive the attention of a distinguished group of
scholars and practitioners in the field.
General
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