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From Coherence in Theory to Coherence in Practice
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Hammerness, Karen – Teachers College Record, 2006
Historically, one of the central concerns that has plagued the field of teacher education is the observation that "fragmentation" characterizes the experience of learning to teach. Too often, university-based teacher education programs consist of a set of disconnected individual courses; separate clinical work from coursework; and lack a vision of…
Descriptors: Teacher Education, Teacher Education Programs, Program Design, Program Evaluation