The role of research in the policy and practice of quality teacher education: an international review

References

• Avalos, B. (2004). Teacher regulatory forces and accountability policies in Chile: From public servants to accountable professionals. Research Papers in Education, 19, 67–85.
   Google Scholar
• Avalos-Bevan, B. (2012). Preparing teachers of mathematics in Chile. In J. Schwille, et al. (Eds.), TEDS-M encyclopedia. East Lansing, MI: TEDS-M International Study Center, Michigan State University.
   Google Scholar
• Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133–180.
   Web of Science ®Google Scholar
• Bell, C. A. & Youngs, P. (2011). Substance and show: Understanding responses to teacher education programme accreditation processes. Teaching and teacher education, 27, 298–307.
   Web of Science ®Google Scholar
• Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 1, 176–216.
   Web of Science ®Google Scholar
• Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31, 416–440.
   Web of Science ®Google Scholar
• Cochran-Smith, M., Cannady, M., McEachern, N. P., Mitchell, K., Piazza, P., Power, C., & Ryan, A. (2012). Teachers’ education and outcomes: Mapping the research terrain. Teachers College Record, 114, 1–49.
   Web of Science ®Google Scholar
• Council for the Accreditation of Educator Preparation (CAEP) (US). Retrieved 2013 from http://caepnet.org/accreditation/standards/
   Google Scholar
• Cox, C., Meckes, L., & Bascope, M. (2010). La institucionalidad formadora de profesores en Chile en la década del 2000: Velocidad del mercado y parsimonia de las políticas (Initial teacher education institutions in Chile between 2000 and 2010: Market speed and policies’ parsimony). Revista Pensamiento Educativo, 46–47, 205–245.
   Google Scholar
• Eurydice. (2006). Quality assurance in teacher education in Europe. Brussels: European Commission.
   Google Scholar
• Eurydice. (2009). Higher education in Europe: Developments in the Bologna process. Brussels: European Commission.
   Google Scholar
• Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013–1055.
   Web of Science ®Google Scholar
• Gitomer, D. (Ed.). (2009). Measurement issues and assessment for teaching quality. Los Angeles, CA: Sage.
   Google Scholar
• Goodlad, J. I. (1990). Teachers for our nation’s schools. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Grossman, P. L. (2005). Research on pedagogical approaches in teacher education. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 425–476). Washington, DC: American Educational Research Association.
   Google Scholar
• Grossman, P. L. (2010). Learning to practice: The design of clinical experience teacher preparation (Policy Brief). Washington, DC: AACTE & NEA.
   Google Scholar
• Howey, K. R., & Strom, S. M. (1987). Teacher selection reconsidered. In M. Haberman & J.M. Backus (Eds.), Advances in teacher education (Vol. 3, pp. 1–34).
   Google Scholar
• Ingvarson, L. (2013). Quality assurance and teacher education: Summary of findings. In L. Ingvarson, J. Schwille, M. T. Tatto, S. L. Senk, K. Bankov, M. Rodriguez, M. Reckase, G. Rowley, & R. Peck, An analysis of teacher education. Context, structure, and quality-assurance arrangements in TEDS-M countries (p. 228–239). Amsterdam: International Association for the Evaluation of Student Achievement. Retrieved from http://www.iea.nl/teds-m.html
   Google Scholar
• Kennedy, M. (1999). The role of preservice teacher education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of teaching and policy (pp. 54–86). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Kennedy, M. (Ed.). (2010). Teacher assessment and the quest for teacher quality. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Makinen, M. (2010). Perspectives on teacher competences. University of Tampere. Retrieved from https://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion/teacher-education-web-files/eger-files/Finland.pdf
   Google Scholar
• McNicholl, J., Childs, A., & Burn, K. (2013). School subject departments as sites for science teachers learning pedagogical content knowledge. Teacher Development, 17, 155–175.
   Google Scholar
• Meckes, L., Taut, S., Bacope, M., Valencia, E., & Manzi, J. (2012). INICIA and the responses of teacher education institutions to increased accountability in Chile. Pontificia Universidad Católica de Chile (draft paper).
   Google Scholar
• MINEDUC (Ministerio de Educación República de Chile). (2012). Estándares orientadores para carreras de pedagogía en educación media Programa INICIA. Retrieved from www.cpeip.cl.
   Google Scholar
• MOE (Ministry of Education Singapore) (2012). Education in Singapore. Retrieved from http://www.moe.gov.sg/about/files/moe-corporate-brochure.pdf
   Google Scholar
• Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. McKinsey & Company. Retrieved from http://www.mckinsey.com/client_service/social_sector/latest_thinking/worlds_most_improved_schools
   Google Scholar
• National College for Teaching and Leadership. Retrieved from https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership. London: Department of Education.
   Google Scholar
• NIE (National Institute of Education, Singapore). (2009). TE21: A teacher education model for the 21st century. Singapore. Retrieved from http://www.nie.edu.sg/about-nie/teacher-education-21).
   Google Scholar
• Organisation for Economic Co-operation and Development (OECD). (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD.
   Google Scholar
• Papanastasiou, E., Tatto, M. T., & Neophytou, L. (2011). Programme theory, programme documents and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1–16.
   Web of Science ®Google Scholar
• Sahlberg, P. (2010). The secret to Finland’s success: Educating teachers ( Research Brief). Stanford, CA: Stanford Center for Opportunity Policy in Education. Retrieved from http://edpolicy.stanford.edu
   Google Scholar
• Scheinin, P. (2009). Using student assessment to improve teaching and educational policy ( Research conference). Melbourne: ACER. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1055&context=research_conference
   Google Scholar
• Schwille, J., Ingvarson, I., & Holdgreve-Resendez, R. (2013). TEDS-M Encyclopedia: A Guide to teacher education: Context, structure, and quality assurance in the seventeen TEDS-M 2008 countries. Amsterdam: IEA. Retrieved from http://www.iea.nl/teds-m.html
   Google Scholar
• Tan, J., & Gopinathan, S. (2000). Education reform in Singapore: Towards greater creativity and innovation? NIRA Review. Retrieved from http://www.apecknowledgebank.org/resources/downloads/SingaporeCurriculumReformCreativity.pdf
   Google Scholar
• Tatto, M. T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155–180. Retrieved from http://epa.sagepub.com/content/18/2/155.abstract
   Web of Science ®Google Scholar
• Tatto, M. T. (2007). Reforming teaching globally. Oxford: Symposium Books. ( Reprinted in 2009 by Information Age Publishers.) Retrieved from http://www.symposium-books.co.uk/books/bookdetails.asp?bid=11
   Google Scholar
• Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M., & Reckase, M. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Educational Achievement. Retrieved from http://www.iea.nl/teds-m.html
   Google Scholar
• Teacher Pathway Project. Retrieved from http://cepa.stanford.edu/tpr/teacher-pathway-project.University of Helsinki, Finland, Department of teacher education. Retrieved from http://www.helsinki.fi/teachereducation/about/structure.html.
   Google Scholar
• Vegas, E., Murnane, R., & Willett, J. (2001). From high school to teaching: Many steps, who makes it? Teachers College Record, 103, 427–449.
   Web of Science ®Google Scholar
• Wise, A. E., Ehrenberg, P., & Leibbrand, J. (Eds.). (2008). It’s all about student learning: Assessing teacher candidates’ ability to impact P-12 students. Washington, DC: National Council for the Accreditation of Teacher Education.
   Google Scholar
• Wong, K. Y. (2008). M2E@NIE/NTU: Promoting mathematics education. Mathematical Medley, 34, 23–28.
   Google Scholar
• Wong, K. Y., Lim-Teo, S. K., Lee, N. H., Boey, K. L., Koh, C., Dindyal, J., Teo, K. M., & Cheng, L. P. (2012). Preparing mathematics teachers in Singapore. In J. Schwille, et al. (Eds.), TEDS-M encyclopedia. East Lansing, MI: TEDS-M International Study Center, Michigan State University.
   Google Scholar
• Youngs, P. & Grogan, E. (2012). Preparing teachers of mathematics in the USA. In J. Schwille, et al. (Eds.), TEDS-M encyclopedia. East Lansing, MI: TEDS-M International Study Center, Michigan State University.
   Google Scholar