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Preparing Teachers for the 21st Century pp 189–199Cite as

Preparing Teacher Educators in U.S. Doctoral Programs

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Part of the book series: New Frontiers of Educational Research ((NFER))

Abstract

To a large extent, the quality of future generations of K-12 teachers and their students’ performance is dependent on how well teacher educators, the teachers of teachers, are prepared in doctoral programs. Preparing quality teacher educators in academe encompasses being able to conduct high-quality educational research and be strong teacher leaders. Currently, teacher educators are prepared in either a Doctor of Education (Ed.D.) or Doctor of Philosophy (Ph.D.) degree program in the United States. In this paper, I discuss implications of these two degree programs and the challenges of preparing U.S. teacher educators in attaining both educational research literacy and teaching competence.

A variation of this article has been published in Lin, E., Wang, J., Spalding, E., Klecka, C.L., & Odell, S. J. (2011). Toward strengthening the preparation of teacher educator-researchers in doctoral programs and beyond. Journal of Teacher Education, 62(3), 239–245. doi: 10.1177/0022487110397816

Author Note

Paper submitted to The 1st Global Teacher Education Summit.

Sub-theme 4: Who Will Prepare Teachers in the Twenty-First Century: Teacher Educators?

October, 2011

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Notes

  1. 1.

    It is anticipated that the first nationwide assessment of US graduate schools and colleges of education in the field of educational research, including teacher education, will be conducted jointly by the American Educational Research Association (AERA) and the National Academy of Education (NAEd). This study proposes to collect data that may be used to establish benchmarks and quality criteria to improve education research doctoral programs nationwide. In addition, this study aims to assess the extent and nature of methodological preparation of doctoral students in educational research.

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Author information

Authors and Affiliations

  1. Department of Teaching and Learning, University of Nevada, 4505 Maryland Parkway, 453005, Las Vegas, 89154-3005, NV, USA

    Emily Lin Ph.D.

  2. Center for Teacher Education Researcher (CTER), Beijing Normal University, Beijing, China

    Emily Lin Ph.D.

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  1. Emily Lin Ph.D.
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Correspondence to Emily Lin Ph.D. .

Editor information

Editors and Affiliations

  1. Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing, People's Republic of China

    Xudong Zhu

  2. College of Education, University of Washington, Seattle, Washington, USA

    Kenneth Zeichner

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Lin, E. (2013). Preparing Teacher Educators in U.S. Doctoral Programs. In: Zhu, X., Zeichner, K. (eds) Preparing Teachers for the 21st Century. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-36970-4_11

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  • DOI: https://doi.org/10.1007/978-3-642-36970-4_11

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