The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then - and continues to be - the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues; brings multiple perspectives to bear; provides new specificity to topics that have been undifferentiated in the past; and includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What's the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who's in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers' Education Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Association ofTeacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org/ .

The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then - and continues to be - the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues; brings multiple perspectives to bear; provides new specificity to topics that have been undifferentiated in the past; and includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What's the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who's in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers' Education Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Association ofTeacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org/ .

The chapters in this Yearbook are examples of ways to study the power of teacher education. They describe practices of teacher education based on theory, research, and experience and then assess influences of these practices. These research findings become part of the knowledge base on good teacher education.

Focusing on the education of teachers in the United States, this volume addresses the areas of context, process, curriculum and communication.

Research on Professional Development Schools, the seventh Teacher Education Yearbook, is concerned with the professional development of teachers at every phase of their careers. It focuses on professional development schools (PDSs) and attempts to determine whether collaborative efforts between schools and higher education are paying off in better-educated teachers.

The book is divided into four sections, each dealing with a different aspect of teacher education in a PDS: collaboration, contexts, leadership, and inquiry. Each section focuses on one of these themes and includes an introductory chapter that provides a framework and overview and a closing chapter that discusses the theme?s implications.

Professional development schools historically have had four primary goals. These goals are to encourage the teacher as:

• Researcher ? to get teachers involved in action research and studies to improve school practice
• Decision maker ? to move teachers toward self-empowerment and help them assume teacher leadership roles
• Teacher educator ? to have teachers work more directly with colleges as partners in planning, teaching, and supervising student teachers
• Political activist ? to help teachers find ways to bring more equality and social justice into schools

Contributing authors use rich descriptions of their research on PDSs to help educators understand the challenges and difficulties involved, as well as ease the movement toward creation of successful PDSs that will fulfill their original teacher education goals.

The ultimate objective of the PDS is to improve education for students, beginning and practicing teachers, and university faculty. Every educator who is interested in the quality of education provided for student teachers and practicing teachers will want to read this book. The book is also for researchers who seek to understand how PDSs can change the way we view professional development for educators.

Explore the power and possibilities of teaching!

Corwin Press and the Association of Teacher Education once again join together to produce ATE?s yearbook. This yearbook addresses the nation?s pressing need to train and retain good teachers as it explores exemplary practices in teacher education.

Areas of critical concern include:

• Enhancing professional development
• Methods for improving teaching and learning
• Transformations through mentoring and social interaction
• Effective models for alternative programs in teacher education

This book adds to the knowledge base as contributors explore practices based on current theory, research, and experience. The jury-reviewed chapters constitute a major contribution to the field of teacher education. It will be an essential resource for all post secondary education faculty and should be included in programs devoted to understanding the impact of teacher education on teachers and their students.

Focusing on the education of teachers in the United States, this volume addresses the areas of context, process, curriculum and communication.