Linda Darling-Hammond

TL;DR: The conceptos centrales and pedagogias centrales deberian estar en el corazon de cualquier programa de formación docente as discussed by the authors, a partir de los resultados de una comision patrocinada por la Academia Nacional de Educacion, recomienda la creacion de un plan de estudios de formacion docente informado con los elementos comunes que representan los estandares mas avanzados for la profesion.

TL;DR: In this article, the authors examined the ways in which teacher qualifications and other school inputs are related to student achievement across states using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), and found that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics.

TL;DR: In this paper, the authors argue that much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs.

TL;DR: For example, the authors argues that teachers lack time and opportunities to view each other's classrooms, learn from mentors, and work collaboratively, and that the support and training they receive is insufficient.

TL;DR: In this article, Nelson and Hammerman proposed a framework for professional development that is grounded in inquiry, reflection, and experimentation that are participant-driven. But few occasions and little support for such professional development exist in teachers' environments, and teachers' abilities to see complex subject matter from the perspectives of diverse students cannot be prepackaged or conveyed by means of traditional top-down "teacher training" strategies.