This paper considers issues confronted by National Council on Teacher Quality (NCTQ) upon publishing their second edition of Teacher Prep Review, a comprehensive evaluation of programs that train new teachers. Changing the culture of teacher preparation has proven to be extremely challenging. The paper examines the deeply entrenched preparation program culture that has been resistant to changes proposed by policy makers, school systems, and the public. Arthur reviews the current state of teacher preparation, the efforts of NCTQ to raise the standards of preparation, and looks at what can be done in the future to continue the progress that has been already achieved.
McKee, A. (2014). From “learning to learn” to “training to teach”: Changing the culture of teacher preparation Retrieved from ../../uploads/docs/2014%20Wing%20Summit%20AM.pdf.
This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.
Kauffman, J. M. (2012). Science and the Education of Teachers. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 47-64). Oakland, CA: The Wing Institute.
The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom.
Cleaver, S., Detrich, R. & States, J. (2020). Overview of Teacher Preparation. Oakland, CA: The Wing Institute.https://www.winginstitute.org/quality-teachers-pre-service.
This paper reviews current teacher preparation in the context of its failure to include well-established evidence-based practices and identifies strategies for improvement.
Reschly, D. (2010). Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers [Powerpoint Slides]. Retrieved from 2010-wing-presentation-dan-reschly.