The belief systems of university supervisors in an elementary student‐teaching program

Best Practices in Teacher Preparation for Urban Schools: Lessons from the Multicultural Teacher Education Literature

“…Zeichner and Tabachnick (1982) argue that "there is a need for supervision researchers to redirect their attention away from the effectiveness question toward more subtle investigations of the ways in which supervisors interpret and give meaning to their work" (p. 39). This body of literature, as it especially relates to multicultural concerns, is almost nonexistent.…”

“…In spite of the debate that surrounds it, it is fairly common in the educational literature to see field experiences or student teaching referred to as the most valuable part of the preservice experience (see, for example, Zeichner, 1981Zeichner, , 1982. The educational literature on the preparation of teachers for urban school settings or teaching students of color clearly advocates that student teaching and/or some of the other practicum experiences be located in ethnically/racially diverse communities and that preservice students have experience teaching culturally different students (Cooper, Beare, & Thorman, 1990;Diez & Murrell, 1991;Gomez & Tabachnick, 1992;Maher, 1991;Noordhoff & Kleinfeld, 1991;).…”

Review Essay

“…There is now a growing group of writers who indicate the conservative effects of teacher education. They include, inter alia, Bartholomew (1976), Dale (1977), Mardle and Walker (1980), Tabachnick et al (1979-80), Zeichner and Tabachnick (1982), Zeichner (1981-2), Gordon (1985), Zeichner and Liston (1986), Britzman (1986), Cornbleth (1987), Popkewitz (1977Popkewitz ( , 1987 and Ginsburg (1988). 2.…”

Superviseurs universitaires et formation pratique en milieu scolaire : orientation de la médiation entre théorie et pratique

“…Quoi qu'il en soit, nous postulons que la médiation des SU n'est jamais neutre et qu'elle est liée à des croyances, dans le sens donné par Zeichner et Tabachnick (1982). Cela ne nous amène pas à conclure à l'existence d'une croyance monolithique sous-jacente à chacun des gestes d'intervention du SU, et que ce dernier fonctionnerait dans un modèle cohérent et à toute épreuve, ce qui est loin d'être le cas.…”