Toward a Framework of Resources for Learning to Teach: Rethinking US Teacher Preparation

This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach—in any type of program—can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years, debates in the field of teacher preparation have increasingly become paralyzing and divisive as rhetoric around the failure of university teacher pre...