TITLE

A New Policy to Transform Teacher Education: Doctoral Preparation of Teacher-Scholars

AUTHOR(S)
White, Stephen R.; O'Neal, Linda C.
PUB. DATE
March 2002
SOURCE
Journal of Instructional Psychology;Mar2002, Vol. 29 Issue 1, p44
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The theoretical springboard for this article is the PEW Charitable Trust's report �Who Should Teach: Quality Counts 2000� [Special issue] Education Week (January, 2000). Volume XIX, Number 18. The article asserts that a Doctor of Arts (D.A.) Degree, as developed by the Carnegie Foundation for the Advancement of Teaching to improve postsecondary education teaching, should now be employed to improve teacher education. To do so would serve as an important innovation to transform teacher preparation and enhance the teaching profession. A description of the teaching doctorate is presented with the focus on relevance of the D.A. for advanced secondary education teacher preparation. Finally, an interpretation of what the new D.A. �teacher-scholar� means to the recruitment and retention of the best and brightest into the profession of public schooling and how doctoral preparation can advance a resurgence of the notion of teachers being society's �public intellectuals� is explored.
ACCESSION #
6432939

 

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