Title: Editor's Introduction: Studying Teaching as a Complex Professional Activity
Abstract: We are especially pleased to present this Spring 2006 issue of Teacher Education Quarterly, as it marks another momentous occasion in the history of the journal. With this issue we are proud to announce a newly established Advisory Board comprised of some of the most respected scholars in the field of teacher education research and policy. We are grateful for the valuable contributions each of the Advisory Board members has made to Teacher Education Quarterly over the years. These distinguished faculty members has served the profession through the strength of their scholarship, leadership, and vision for the future of education of teachers and children everywhere. Collectively these scholars have significantly influenced academic discourse across the professional terrain and continue to play a major role in shapring the policies and practices associated with preparing teachers and researchers to work in educational settings. The Advisory Board members clearly represent Teacher Education Quarterly's commitment to excellence in providing our readership with rigorous and meaningful research and poignant perspectives throughout the fields of teacher education, professional development, and educational policy. Please join us in welcoming the new Advisory Board: Robert V. Bullough, Jr., Center for the Improvement of Teacher Education and Schooling, Brigham Young University Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University Ivor Goodson, Professor of Learning Theory, University of Brighton Geert Kelchtermans, Center for Educational Policy and Innovation, Katholieke Universiteit Leuven John Loughran, Faculty of Education, Monash University Carmen Montecinos, Professor of Education, Pontifica Universidad Catolica de Valparaiso Jeannie Oakes, Professor of Urban Schooling, University of California, Los Angeles Virginia Richardson, Professor of Education/Educational Studies, University of Michigan Tom Russell, Faculty of Education, Queen's University Jon David Snyder, Dean, Graduate School of Education, Bank Street College of Education Ana Maria Villegas, Professor of Curriculum and Teaching, Montclair State University Ken Zeichner, Associate Dean and Hoefs-Bascom Professor of Teacher Education, University of Wisconsin-Madison The Spring issue opens with an engaging article, A Pedagogy of Difficulty: Preparing Teachers to Understand and Integrate Complexity in Teaching and Learning, by Carolyn Nelson and Victoria Harper. In this piece, the authors argue that student teachers require deeper and more complex understanding of educational processes in a time when emphasis is being placed on technical skill acquisition and reductionist learning models. …
Publication Year: 2006
Publication Date: 2006-03-22
Language: en
Type: article
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