Abstract
The 1980s and 1990s were a time of ambitious reform initiatives for the teaching profession in the United States. There was growing recognition that professional standing for educators would require a concerted effort to establish professional standards, a scientific knowledge base, and a new status in relationship to education policy and policy makers. Created were the National Board for Professional Teaching Standards, The Interstate New Teachers Assessment and Support Consortium, The Holmes Group, National Network for Educational Renewal, the National Commission for Teaching and America’s Future, and dozens of other reform-oriented professional organisations. By the end of the 1990s in the United States there even seemed to be a growing consensus on how children learned and how best to teach them (Bransford et al. 2000).
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Yinger, R.J. (2010). Professional Education for Teachers: Lessons from Other Professions. In: Kwo, O. (eds) Teachers as Learners. CERC Studies in Comparative Education, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9676-0_14
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