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Teacher educators are talking about and calling for educational reform from many different perspectives. To augment this discussion, the authors ask a cycle of questions that probe possibilities regarding the knowledge base of teacher education and the importance of a foundation of teacher education, and they consider the possibility of trustworthiness as a cornerstone for that foundation. The authors look to the potential of self-study for developing a pedagogy of teacher education as a way to respond to current and emerging issues within the field.
Hamilton et al. (Mon,) studied this question.