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Action in Teacher Education Volume 42, 2020 - Issue 1: Professionalizing Teacher Preparation for Diversity and Equity: Accountability, Partnership, and Advocacy in a Globalized Society
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Invited Articles

Preparing Teachers as Democratic Professionals

Ken ZeichnerUniversity of WashingtonCorrespondence[email protected]
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Pages 38-48 | Received 16 Aug 2019, Accepted 01 Dec 2019, Published online: 19 Dec 2019

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Juliana Ryan, Kerri Anne Garrard & Rosalyn Black. (2024) ‘We don’t value teaching as much as we should’: tracing ‘teacher’ professional identity in critical times. Discourse: Studies in the Cultural Politics of Education 45:2, pages 212-224.
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Meghan Stacey. (2024) Pre-service teachers’ views of schools as workplaces in a system of social, cultural and religious division: to be “selfish” or to be a “hero”?. Educational Review 76:2, pages 259-276.
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Nick Mead. (2023) Will the UK Government’s Initial Teacher Training Market Review Report provide the catalyst for a renewed values-based dialectic in teacher education?. Educational Review 0:0, pages 1-18.
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Carol Bertram & Ntombi Mxenge. (2023) Performativity, managerial professionalism and the purpose of professional development: a South African case study. Journal of Education Policy 38:4, pages 607-624.
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Theresa Bourke & Mary Ryan. (2023) How is impact defined in initial teacher education policy in Australia?. Teachers and Teaching 29:2, pages 133-149.
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Ellen E. Ijebor, Cory J. Cascalheira & Leanna Lucero. (2022) Using Field Trips to Create Relevant Social Justice Informed Mathematics Lessons in an Elementary Teacher Education Program: An Action Research Study. Action in Teacher Education 44:4, pages 344-362.
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Joseph Mintz. (2022) The role of universities and knowledge in teacher education for inclusion. International Journal of Inclusive Education 0:0, pages 1-11.
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Gloria Romero. (2022) School and social educational vulnerability in Chile: experiences and preparedness of novice teachers of English. Teachers and Teaching 0:0, pages 1-13.
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Scott Kissau, Hilary Dack & Paul Fitchett. (2022) Does Practice Make Perfect? The Curricular Give and Take of One Teacher Education Program’s Re-design. Action in Teacher Education 44:2, pages 123-142.
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Katrina Liu & Emily Lin. (2021) Editors’ Notes. Action in Teacher Education 43:2, pages 103-105.
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Amaia Alberdi Ruiz de Alegría, Ainara Imaz Aguirre & Monike Gezuraga Amundarain. The understanding of ‘social responsibility and commitment’ of the teaching profession: a systematic review. Globalisation, Societies and Education 0:0, pages 1-27.
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Christopher P. Brown, David P. Barry, Da Hei Ku & Kate Puckett. Continuing to critically engage with DAP to foster democratic teaching and teacher education in neoliberal early education contexts. International Journal of Early Years Education 0:0, pages 1-23.
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Colin Cramer, Chris Brown & David Aldridge. (2023) Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession. Journal of Teacher Education 74:5, pages 467-480.
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Michael Cosenza, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Krystal Goree, Drew Polly, Donnan Stoicovy & Kristien Zenkov. (2023) What it means to be a professional development school: the Nine Essentials. PDS Partners: Bridging Research to Practice 18:2, pages 77-98.
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Pedro Duarte & Ana Isabel Moreira. (2023) Quem avalia os futuros professores? Perceções a partir dos relatórios de estágio. REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales:13, pages 122-138.
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Allison R. Firestone, Rebecca A. Cruz & Darcie Massey. (2023) Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context. Journal of Teacher Education.
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Donna Pendergast, Beryl Exley & Frances Hoyte. (2023) Public commentary on teacher quality: an analysis of media comment on the teaching performance assessment. The Australian Educational Researcher.
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Lily Orland-Barak. (2023) Lost in Translation in the Study of Mentoring 17 Years Later. Journal of Teacher Education, pages 002248712311603.
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Ana Parada-Gañete & Felipe Trillo-Alonso. (2023) Good Practices of Educational Inclusion: Criteria and Strategies for Teachers’ Professional Development. Education Sciences 13:3, pages 270.
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Marilyn Cochran-Smith. (2023) What’s the “Problem of Teacher Education” in the 2020s?. Journal of Teacher Education 74:2, pages 127-130.
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Aviv Cohen & Tal Gilead. (2022) Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship. Studies in Philosophy and Education 42:2, pages 201-217.
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Lily Orland-Barak. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 729 739 .
Christopher P. Brown, Da Hei Ku, David P. Barry & Kate Puckett. (2022) Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession. Journal of Teacher Education 73:5, pages 463-478.
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Carolina A. Donaire Gallardo, José María Castillo Vega & Jesús Manso Ayuso. (2022) La profesión docente en los discursos de la UNESCO, la OCDE y la Unión Europea. Revista Iberoamericana de Educación 90:1, pages 17-37.
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Kenneth Zeichner. (2022) Preparing Teachers to Teach Successfully in Schools in Historically Marginalized Communities. Márgenes Revista de Educación de la Universidad de Málaga 3:3, pages 83-97.
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Gülay Öngel & Erkan Tabancali. (2022) Conservatism and social justice: Why do some teachers strive harder for social justice while others do not?. International Journal of Educational Administration and Policy Studies 14:1, pages 53-62.
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Kristien Zenkov, Michelle Lague, Kerry Haddad, Aimee Gervacio, Mosaab Sabah & Ankith Kolapalli. 2022. Handbook of Research on Teacher Practices for Diverse Writing Instruction. Handbook of Research on Teacher Practices for Diverse Writing Instruction 224 247 .
Gail Richmond, Joanne E. Marciano & Vaughn W. M. Watson. (2022) The Imperatives of Voice and Context in the Preparation of Community Teachers: Conceptualizing Learning-To-Teach Cycles. Urban Education, pages 004208592210949.
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Alex Örtegren. (2022) Digital Citizenship and Professional Digital Competence — Swedish Subject Teacher Education in a Postdigital Era. Postdigital Science and Education 4:2, pages 467-493.
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Thomas M. Philip, Sonal Patel, Kyle Beckham, Nives Wetzel De Cediel, Jacob Disston, Elisa Salasin & Sarah R. Altshcul. (2022) Program Redesign Toward Democratic Teacher Education. Teachers College Record: The Voice of Scholarship in Education 124:3, pages 89-114.
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Aaron Samuel Zimmerman. 2022. Research Anthology on Service Learning and Community Engagement Teaching Practices. Research Anthology on Service Learning and Community Engagement Teaching Practices 515 527 .
Sebastián Ortiz-Mallegas, Claudia Carrasco-Aguilar & Macarena Lamas-Aicón. (2022) Luchando por lo colectivo: significados de profesores organizados. Revista Brasileira de Educação 27.
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Theresa Bourke & Reece Mills. 2022. Reconstructing the Work of Teacher Educators. Reconstructing the Work of Teacher Educators 31 50 .
Theresa Bourke, Deborah Henderson, Rebecca Spooner-Lane & Simone White. 2022. Reconstructing the Work of Teacher Educators. Reconstructing the Work of Teacher Educators 3 28 .
Hannele Niemi. 2022. From Actors to Reforms in European Higher Education. From Actors to Reforms in European Higher Education 255 270 .
Nataliia Prykhodkina. (2021) THE FEATURES OF TEACHER TRAINING FOR MEDIA EDUCATION OF STUDENTS IN THE DEVELOPED ENGLISH-SPEAKING COUNTRIES. Education: Modern Discourses:4, pages 103-115.
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Michelle Vaughan & Craig A. Mertler. (2020) Reorienting Our Thinking Away From “Professional Development for Educators” and Toward the “Development of Professional Educators”. Journal of School Leadership 31:6, pages 569-584.
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Aaron S. Zimmerman. 2021. Promoting Qualitative Research Methods for Critical Reflection and Change. Promoting Qualitative Research Methods for Critical Reflection and Change 242 259 .
Katrina LiuKatrina Liu. 2020. Critical Reflection for Transformative Learning. Critical Reflection for Transformative Learning 129 135 .
Katrina LiuKatrina Liu. 2020. Critical Reflection for Transformative Learning. Critical Reflection for Transformative Learning 1 20 .

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