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What constitutes a high quality teacher education program and what
standards teacher candidates should meet before receiving their
teaching credential? This volume advances deep understanding of the
nature and sources of policy affecting the preparation of teachers
in the U.S. and the conflicts or interconnections of these policies
with the broader field of education policy. Contributions from
actors in the policy world and experts representing the
stakeholders are balanced and based on issues currently facing the
field. Policy is viewed as evolving and political. The connection
or lack thereof between policy and research is examined. Policy
case studies ground the principles developed within specific
chapters in practice and illustrate that policy questions and
solutions are continually evolving and unsettled. Chapter-end
commentaries by the editors relate the focus of each chapter to the
overarching themes of the book: policy formation, policy
influences, policy paradoxes, and connections to research. This
volume is an essential resource for understanding and resolving
today's uncertainty and confusion over teacher education policy.
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