Do the Policies and Practices of Teacher Education Serve to Improve Education? A Response Based on the Analysis of the Social Construction of Teaching ¿Sirven las políticas y prácticas de formación del profesorado para mejorar la educación? Una respuesta desde el análisis de la construcción social de la docencia.

Do the Policies and Practices of Teacher Education Serve to Improve Education? A Response Based on the Analysis of the Social Construction of Teaching ¿Sirven las políticas y prácticas de formación del profesorado para mejorar la educación? Una respuesta desde el análisis de la construcción social de la docencia.

Few people would deny that initial and continuing teacher education are crucial factors in the improvement of education. Nevertheless, one must adopt a certain reservation before offering categorical and knee-jerk responses to the question which heads this article. This is not only a result of the a...

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Bibliographic Details
Main Authors: Jesús Romero Morante, Alberto Luis Gómez
Format: Article
Language:English
Published: Arizona State University 2007-09-01
Series:Education Policy Analysis Archives
Subjects:
teacher education, social construction of teaching, professional cultures and identities.
Online Access:http://epaa.asu.edu/ojs/article/view/67

Internet

http://epaa.asu.edu/ojs/article/view/67

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