Based on a review of GPA and SAT/ACT requirements at 221 institutions in 25 states, a new report from the National Council on Teacher Quality (NCTQ) recommends that states, institutions of higher education, and the Council for the Accreditation of Educator Preparation (CAEP) maintain or establish a higher bar for entry into teacher preparation…

This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for…

This is the first of a two-part article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors…

Asserts that teacher research can provide a missing dimension to the knowledge base for teaching. Discusses critical issues of institutionalization and methodological rigor that make it difficult for teachers to conduct research studies and for the university community to acknowledge the value of teacher research. (FMW)

Overcoming obstacles to teacher research about their own educational practices requires the formation of intellectual communities of teacher-researchers or networks of teachers. An analytic framework is presented for interpreting and evaluating the work of such groups according to how they use time, talk, construct texts, and interpret teaching…