Teacher Preparation and Teacher Learning: A Changing Policy Landscape

Abstract

The last two decades have witnessed a remarkable amount of policy directed at teacher education-and an intense debate about whether and how various approaches to preparing and supporting teachers make a difference. Beginning in the mid-1980s with the report of the Carnegie Task Force on Teaching as a Profession, the Holmes Group (1986), and the founding of the National Board for Professional Teaching Standards (NBPTS) in 1987, a collection of analysts, policy makers, and practitioners of teaching and teacher education argued for the centrality of expertise to effective practice and the need to build a more knowledgeable and skillful professional teaching force. A set of policy initiatives was launched to design professional standards, strengthen teacher education and certifi cation requirements, increase investments in induction mentoring and professional development, and transform roles for teachers (see, e.g., National Commission on Teaching and America’s Future [NCTAF], 1996).

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