Abstract
This paper summarizes recent proposals for the reform of teacher preparation in the state of Washington and reports the results of a study designed to test the justification of those proposals. The study shows that the three premises on which those proposals are based—the academic competence of teaching candidates is suspect; teacher preparation programs are academically undemanding; and those programs involve little practical work in schools—are erroneous for the state of Washington. The proposed reforms, therefore, are not justified.
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