Traditional teacher education programs are being challenged everywhere. Criticisms range from the low quality of candidates admitted to training programs to the lack of subject-matter preparation. Some reformers therefore propose ways to improve teacher education while there are others considering the necessity of a wholesale reform. This chapter reviews the contending models of and debate in teacher education in the United States, focusing on the essence of those models and debate to shed light on some critical issues that deserve serious attention from both policy-makers and teacher educators.
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© 2004 Kluwer Academic Publishers
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Imig, D.G. (2004). The Contending Models of and Debate in Teacher Education in the United States. In: Cheng, Y.C., Chow, K.W., Mok, M.M.C. (eds) Reform of Teacher Education in the Asia-Pacific in the New Millennium. Education in the Asia-Pacific Region: Issues Concerns and Prospects, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-2722-2_2
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DOI: https://doi.org/10.1007/978-1-4020-2722-2_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-2701-7
Online ISBN: 978-1-4020-2722-2
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