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The qualitative study analyzes interview data from deans and senior heads of teacher education programs that led long-term programmatic change. Participants describe major reforms, their origins, and the positive and negative influences affecting implementation. Findings emphasize faculty development, a coherent program foundation, the centrality of context, and redesigned relationships between states and teacher education programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-education-reform-listening-to-voices-from-the-inside/590570/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-education-reform-listening-to-voices-from-the-inside/590570.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What reform change does the study examine in teacher education programs?","Question",{"text":112,"@type":113},"It examines long-term programmatic reforms led by senior teacher education administrators, focusing on how those reforms were initiated, developed, and influenced by internal and external forces.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who were the study’s interview participants?",{"text":117,"@type":113},"The study interviewed deans and other senior heads of teacher education programs who had led major long-term programmatic changes in their institutions.",{"name":119,"@type":110,"acceptedAnswer":120},"What key factors do the study conclusions emphasize?",{"text":121,"@type":113},"Conclusions highlight the importance of faculty development and a coherent program foundation, the centrality of context, and revising relationships between states and teacher education programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590570,1792116763,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Teacher Education Reform: Listening to Voices from the Inside  \nDeborah Roose, Ed.D.  \nOberlin College  \nAbstract  \nFor decades, teacher educators and others have looked critically at the way teachers are initially prepared and during the last ten years the calls for reform in teacher education have become even more frequent. Some programs have responded to those demandsand made substantial and long lasting changes. This qualitative study reports on data gathered during interviews with deans and other senior teacher education program heads who have been leaders of major long term programmatic changes in their institutions. Interviewees described the major reforms that occurred under their leadership and described the origins of each initiative and the positive and negative influences on these reform efforts. Conclusions focus on the importance of faculty development and a coherent program foundation, the centrality of context, and the re-visioning of relationships between states and teacher education programs.  \nKeywords: preservice teacher education, program development, interviews, deans, reform, barriers  \nAILACTE Journal 77  \nRoose  \nOver the last few decades, teacher educators, and many outside of teacher education, have looked critically at the way teachers are initially prepared (e.g. National Commission on Excellence in Teacher Education, 1985; Holmes Group, 1986; Goodlad, 1990; National Commission on Teaching and America’s Future, 1996; Tom, 1997; Larabee, 2004; Darling-Hammond & Bransford, 2005; Zeichner, 2014) .  \nIn response to that criticism, state and national groups began introducing specific reform requirements for program approval. Both large and small institutions have been affected by reform ideas and accreditation demands. Many have worked hard to go beyond changing their programs to meet accreditation requirements; they have built on the suggestions of the critics to re-invent their programs. A few program changes have been documented (e.g. Mezeske & Mezeske, 2004; Carroll, Featherstone, Featherstone, Feiman-Nemser & Roosevelt, 2007; DarlingHammond, 2000; Darling-Hammond, 2006) . But more documentation and analysis is needed about how change is made (Wang, Odell, Klecka, Spalding, & Lin, 2010) and what types of internal and external forces and decisions support and hinder reform in teacher education programs.  \nLiterature about teacher education administrators and deans of education in the United States is sparse and focuses mostly on schools of education in large institutions (Anderson & King, 1987; Denemark, 1983; Bush, 1987; Clifford & Guthrie, 1988; Judge, 1982; Goodlad, 1990; Valli 1992; Bowen, 1995; Gardner, 1992; Gmelch, 2002; Wepner, D’Onofrio, & Wilhite 2008; Clift, Loughran, Mills, & Craig, 2015) and there is a lack of research on what teacher education administrators know about their profession. Even less research has been conducted examining specifically what they have learned about what supports or hinders teacher education reform. This study addresses that need for understanding the nature of reform efforts. The question guiding the research was “what can experienced leaders in teacher education reform tell us about the composition of reform and what are key influences and supports needed for that reform to happen successfully?”  \n78 AILACTE Volume XIII Fall 2016  \nTeacher Education Reform  \nDesign  \nTo fill the gap in the literature on the anatomy of teacher education reform, I examined reform efforts in nine liberal arts teacher education programs from different parts of the United States through intensive interviews with their senior teacher education administrator—the dean, department chairperson or director of teacher education. This qualitative study is not an analysis of policy or a description of programs, rather an initial exploration of the composition of reform from an insider’s perspective and what we learn when we pay attention to those initiating and leading the efforts.  \nDescr","cbCaiuNqAoDHsxd5","https://ap.wps.com/l/cbCaiuNqAoDHsxd5","pdf",322305,17,"English","# Abstract\n## Research focus\n## Literature context\n## Research design\n## Participants and institutions\n## Interviews and analysis","[{\"question\":\"What reform change does the study examine in teacher education programs?\",\"answer\":\"It examines long-term programmatic reforms led by senior teacher education administrators, focusing on how those reforms were initiated, developed, and influenced by internal and external forces.\"},{\"question\":\"Who were the study’s interview participants?\",\"answer\":\"The study interviewed deans and other senior heads of teacher education programs who had led major long-term programmatic changes in their institutions.\"},{\"question\":\"What key factors do the study conclusions emphasize?\",\"answer\":\"Conclusions highlight the importance of faculty development and a coherent program foundation, the centrality of context, and revising relationships between states and teacher education programs.\"}]","Teacher Education Reform - Listening to Voices from the Inside | PDF",1792069898,43]