The reform efforts of the past several years threaten teacher education just at a time when researchers have created a conceptual and empirical basis for the preservice teacher curriculum. The re search base in the study of teaching is better and broader than it has been, and the methodology for studying teaching is both more sophisticated and more ec lectic than ever before. Berliner argues that the most obvious use of this re search on teaching is as content for teacher education programs. The author discusses some of the significant find ings and describes how the preservice curriculum must be transformed to in clude training for teachers in real labora tory settings.
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