Interview with Ken Zeichner: Current challenges and future possibilities for teacher education

References

• Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In D. Paris & H. S. Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning in a changing world (pp. 1–24). New York: Teachers College Press.
   Google Scholar
• Anderson, G., & Cohen, M. (2018). The new democratic professional in education: Confronting markets, metrics, and managerialism. New York: Teachers College Press.
   Google Scholar
• Anyon, J. (2014). Radical possibilities: Public policy, urban education, and a new social movement (2nd ed.). New York: Routledge.
   Google Scholar
• Archibald, J. (April, 2015). Indigenous teacher education: Struggle and triumph for justice and more. A paper presented at the annual meeting of the American Educational Research Association, Chicago.
   Google Scholar
• Baker, B. (2018). Educational inequality and school finance: Why money matters for America’s students. Cambridge MA: Harvard Education Press.
   Google Scholar
• Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., Darling-Hammond, L., & Duffy, H. (2005). Preparing teachers for diversity. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 232–274). San Francisco: Jossey-Bass.
   Google Scholar
• Barajas-Lopez, F., & Ishimaru, A. M. (2020). Darles el lugar: A place for nondominant family knowing in educational equity. Urban Education, 55(1), 38–65.
   Web of Science ®Google Scholar
• Barton Calabrese, A., & Tan, E. (2020). Beyond equity as inclusion: A framework of “rightful presence” for guiding justice-oriented studies in teaching and learning. Educational Researcher, 49(6), 433–440.
   Google Scholar
• Berliner, D. (2013). Effects of inequality and poverty vs teachers and schooling on American Youth. Teachers College Record Volume 115 Number 12, 2013, p. https://www.tcrecord.org ID Number: 16889, Date Accessed: 8/30/2014.
   Google Scholar
• Besas, M. (March 15, 2021). Tenured faculty keep being replaced by adjuncts across the U.S. The College Post. Retrieved from https://thecollegepost.com/tenured-faculty-replaced-adjuncts
   Google Scholar
• Cardichon, J., Darling-Hammond, L., Yang, M., Shields, P. M., & Burns, D. (2020). Inequitable opportunity to learn: Student access to certified and experienced teachers. Palo Alto, CA: Learning Policy Institute.
   Google Scholar
• Clark, P., Zygmunt, E., Tancock, S., & Cipollone, K. (2021). In (Ed.), The power of community- engaged teacher preparation New York: Teachers College Press.
   Google Scholar
• Cuban, L. (1969). Teacher and community. Harvard Educational Review, 39(2), 253–272.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2013). Inequality in school resources: What will it take to close the opportunity gap? In P. L. Carter & K. G. Welner (Eds.), Closing the opportunity gap: What every America must do to give every child an even chance? (pp. 77–97). New York: Oxford University Press.
   Google Scholar
• de Bruine, E. J., Willemse, T. M., D’Haem, J., Griswold, P., Vloeberghs, L., & van Eyende, S. (2014). Preparing teacher candidates for family- school partnerships. European Journal of Teacher Education, 37(4), 409–425.
   Web of Science ®Google Scholar
• Driscoll, M. E. (1998). Professionalism versus community: Themes from recent school catalyst for change in higher education institutions. Peabody Journal of Education, 73(1), 89–127.
   Google Scholar
• Epstein, J. L., & Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2), 81–120.
   Google Scholar
• Flaherty, C. (April 20, 2020). Barely getting by. Inside Higher Education. Retrieved from https://www.insidehighered.com/news/2020/04/20/new-report-says-many-adjuncts-make-less-3500-course-and-25000-year
   Google Scholar
• Frenkel, S. (December 14th, 2021). Proud Boys regroup, focusing on school boards and town councils. New York Times. Retrieved from www.nytimes.com/2021/12/14/us/proud-boys-localissues.html?campaign_id=2&emc=edit_th_20211215&instance_id=47793&nl=todaysheadlines®i_id=25813486&segment_id=77007&user_id=e89600743ccce6d3b2695d6a64aacdf7&fbclid=IwAR0SBgk9dkcRhqleARpcZGARD7ZZhOkMaqctey3f-bioyyCGK1UBwRMjV3M Harvard Education Press.
   Google Scholar
• Furlong, J., Cochran-Smith, M., & Brennan, M. (2009). In (Ed.), Policy and politics in teacher education London: Routledge.
   Google Scholar
• Gillette, M. D. (2018). Walking into the community: Community partnerships as a catalyst for change in higher education institutions. In M. R. Warren David (Ed.), Goodman lift us up, don’t push us out: Voices from the front lines of the educational justice movement (pp. 118–127). Boston: Beacon Press.
   Google Scholar
• Gist, C. D.; Bianco, M. & Lynn, M. (2019) (Eds.). Portraits of anti-racist alternative routes to teaching in the U.S. New York: Peter Lang.
   Google Scholar
• Guhya, R., Hyler, M. E., & Darling-Hammond, L. (2016). The teacher residency: An innovative model for preparing teachers. Palo Alto CA: Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/product/teacher-residency
   Google Scholar
• Guillen, L., & Zeichner, K. (2018). A university-community partnership in teacher education from the perspectives of community-based teacher educators. Journal of Teacher Education, 69(2), 140–153.
   Web of Science ®Google Scholar
• Haig-Brown, C., & Kawehau Hoskins, T. (2019). Indigenous teacher education in Canada and Aotearoa New Zealand. Oxford Research Encyclopedia of Education. May 23rd, 2019. Retrieved from https://doi.org/10.1093/acrefore/9780190264093.013.746
   Google Scholar
• Harfitt, G. (2019). Community-based experiential learning in teacher education. In G. W. Noblit (Ed.), Oxford research encyclopedia (pp. 1–23). Oxford, UK: Oxford University Press.
   Google Scholar
• Hong, S. (2019). Natural allies: Hope and possibility in teacher-family partnerships. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Hyland, N. E., & Meacham, S. (2004). Community knowledge-centered teacher education: A paradigm for socially just educational transformation. In J. L. Kincheloe, S. R. Steinberg, & A. Bursztyn (Eds.), Building a quality school of urban education (pp. 113–134). NY: Peter Lang.
   Google Scholar
• Ishimaru, A. (2020). Just schools: Building equitable collaborations with families and communities. New York: Teachers College Press.
   Google Scholar
• Kapadia, K., & Hammerness, K. (2014). Unpacking the “urban” in urban teacher education: Making the case for context-specific preparation. Journal of Teacher Education, 65(2), 128–144.
   Google Scholar
• Kirmaci, M. (2019). Reporting educators’ experiences regarding family-school interactions with implications for best practices. School Community Journal, 29(2), 129–156.
   Google Scholar
• Koerner, J. D. (1963). The miseducation of American teachers. Boston: Houghton Mifflin.
   Google Scholar
• Lampert, J. (2021). A community-engaged framework for the preparation of teachers for high poverty communities. The Australian Educational Researcher, 48(3), 449–466.
   Web of Science ®Google Scholar
• Lyall, K. C., & Sell, K. R. (2006). The de facto privatization of American public higher education. Change: The Magazine of Higher Learning, 38(1), 6–13.
   Google Scholar
• Marcotte, A. (December 16, 2021). DeSantis escalates his authoritarian purge: GOP bounty hunters are the next frontier. Salon.com. Retrieved from https://www.salon.com/2021/12/16/ron-desantis-escalates-his-authoritarian-purge-bounty-hunters-are-the-next-frontier/?fbclid=IwAR2KWG24ahpWbKCItTqmoTN3FI2Fug9hJwMggJsmA_rH48kGhUK4dsNQPKU
   Google Scholar
• Moon, B. (Ed). (2016). Do universities have a role in the education and training of teachers? Cambridge, U.K: Cambridge University Press.
   Google Scholar
• Naidoo, L., & Brace, E. (2017). The refugee action support program in Sydney Australia: A bridge between cultures. In L. Hoyt (Ed.), Regional perspectives on learning by doing: Stories from engaged universities around the world (pp. 81–102). East Lansing MI: Michigan State University Press.
   Google Scholar
• Natanson, H. (December 6, 2021). A white teacher taught white students about white privilege. It cost him his job. Washington Post. Retrieved from https://www.seattletimes.com/nation-world/nation/a-white-teacher-taught-white-students-about-white-privilege-it-cost-him-his-job/?fbclid=IwAR1hH926hJdcf3eQA29tg9AA9971Fs5jgey43ytMtZ4Isa8KToWK8UibVyc
   Google Scholar
• National Center for Education Statistics (2021). The condition of education. October 31, 2021. Retrieved from https://nces.ed.gov/programs/coe/indicator/cge
   Google Scholar
• Payne, K., & Zeichner, K. (2017). Multiple voices and participants in teacher education. In D. J. Clandinin & J. Husu (Eds.), The Sage handbook on research inteacher education. London: Sage. 1101-1116.
   Google Scholar
• Peske, H., & Haycock, K. (2006). Teaching inequality: How poor minority students are. In shortchanged on teacher quality. Washington, D.C: Education Trust.
   Google Scholar
• Philip, T., Way, W., Garcia, A., Schuler-Brown, S., & Navarro, O. (2013). When educators attempt to make “community” a part of classroom learning: The dangers of misappropriating students’ communities into schools. Teaching and Teacher Education, 34, 174–183.
   Web of Science ®Google Scholar
• Sachs, J. (2001). The activist teaching profession. Buckingham, U.K.: Open University Press.
   Google Scholar
• Skinner, E., Garreton, M. T., & Schultz, B. (Eds.) (2011). Grow your own teachers: Grassroots change in teacher education. New York: Teachers College Press.
   Google Scholar
• Sleeter, C. E., Neal, L. I., & Kumashiro, K. C. (Ed). (2015). Diversifying the teacher workforce. New York: Routledge.
   Google Scholar
• Smolcic, E., & Katunich, J. (2017). Teachers crossing borders: A review of research into cultural immersion field experiences for teachers. Teaching and Teacher Education, 62, 47–59.
   Web of Science ®Google Scholar
• Stitzlein, S.M. & West, C.K. (2014). New forms of teacher education: Connections to charter schools and their approaches. DEmocracy and Education, 22(2). Retrieved from democracyeducationjournal.org/home
   Google Scholar
• Strauss, V. (September 25, 2015). The surprising things Seattle teachers won for students by striking. Washington Post, Retrieved on August 1, 2020. from https://www.washingtonpost.com/news/answer-sheet/wp/2015/09/25/the-surprising-things-seattle-teachers-won-for-students-by-striking
   Google Scholar
• Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, N.Y: State University of New York Press.
   Google Scholar
• Wilson, S., & Kelley, S. (2021). Landscapes of teacher preparation programs and teacher candidates. Washington D.C: National Academy of Education. Retrieved from https://naeducation.org/evaluating-and-improving-teacher-preparation-programs-commissioned-paper-series
   Google Scholar
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal ofTeacher Education, 89(11), 89–99.
   Web of Science ®Google Scholar
• Zeichner, K. (2015). The disturbing provisions about teacher preparation in no child left behind rewrite. Washington Post, December 5th. Retrieved from https://www.kenzeichner.com/uploads/6/9/8/7/69877251/2015-op-ed-the_disturbing_provisions_about_teacher_preparation_in_no_child_left_behind_rewrite_-_the_washington.pdf
   Google Scholar
• Zeichner, K. (2018). The struggle for the soul of teacher education. New York: Routledge.
   Google Scholar
• Zeichner, K. (2019). Preparing teachers as democratic professionals. Action in Teacher Education.
   Google Scholar
• Zeichner, K. (2021a). Critical unresolved and understudied issues in clinical teacher education. Peabody Journal of Education, 96(1), 1–7.
   Google Scholar
• Zeichner, K. (2021b). Tensions between teacher professionalism and authentic community voice in public schools serving nondominant communities. In D. Berliner & C. Hermanns (Eds.), Public education: Defending the cornerstone of American democracy. New York: Teachers College Press. 176-188.
   Google Scholar
• Zeichner, K., Bowman, M., Guillen, L., & Napolitan, K. (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children. Journal of Teacher Education, 67(4), 277–290.
   Web of Science ®Google Scholar
• Zeichner, K., Payne, K., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122–135.
   Web of Science ®Google Scholar
• Zeichner, K., & Sandoval, C. P. (2016). Venture philanthropy and teacher education policy in the U.S: The role of the new schools venture fund. TeachersCollege Record, 117(5), 1–44.
   Google Scholar