Conceptualizing What We Should Expect of Teacher Preparation
摘要
This chapter develops the underpinning rationale for the DfC project by examining the processes that drive teacher capability. We take up the role of current research on teaching and the standards employed to accredit teacher preparation programs (TPPs). We introduce the concept of a schema, both as a psychological construct for framing teacher expectations and as the basis for a theoretical approach to the design of TPPs.