Abstract
The knowledge base about the profes sional development of teachers has been confused with the research on teacher effectiveness. Although teach ing and teacher education are intimately related, they are also separate. The authors describe the differences be tween the two phenomena and discuss the implications of research findings for teacher education programs. Further, Zimpher and Ashburn assert that the study of the professional development of teachers will proceed in a more sys tematic, comprehensive, and effective manner if that research is informed by multiple conceptions ofthe world. These conceptions allow for differing and at times competing research directions, and they can serve to stimulate a research agenda responsive to the com plex nature of teacher education.
Published Version
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