AppleM. (Ed.). (2017). Cultural and economic reproduction in education: Essays on class, ideology and the state. New York, NY: Routledge.
4.
AuW., BrownA., & CalderónD. (2016). Reclaiming the multicultural roots of U.S. curriculum: Communities of color and official knowledge in education. New York, NY: Teachers College Press.
5.
BallD. L., & ForzaniF. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497—511.
6.
BartoloméL. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173—194.
7.
BirchK. (2017). A research agenda for neoliberalism. Cheltenham, England: Edward Elgar.
8.
BritzmanD. (2003). Practice makes practice: A critical study of learning to teach (Revised ed.). New York, NY: SUNY Press.
9.
Carnegie Corporation. (1986). A nation prepared: Teachers for the 21st century. The report of the Task Force on Teaching as a Profession. Hyattsville, MD: Carnegie Forum on Education and the Economy.
10.
Carter AndrewsD. J., BrownT., CastilloB. M., JacksonD., & VellankiV. (2019). Beyond damage-centered teacher education: Humanizing pedagogy for teacher educators and preservice teachers. Teachers College Record, 121(6).
11.
Cochran-SmithM. (2005). The new teacher education: For better or for worse?Educational Researcher, 34(7), 3—17.
12.
Cochran-SmithM. (2018, April). New teacher educators, new graduate schools of education: A controversial US innovation. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
13.
Cochran-SmithM., BakerM., BurtonS., CarneyM., ChangW., FernándezM., … SternR (2018). Teacher quality and teacher education policy: The U.S. case and its implications. In AkibaM., & LeTendreG. (Eds.), The Routledge international handbook of teacher quality and policy (pp. 445—462). New York, NY: Routledge.
14.
Cochran-SmithM., BakerM., BurtonS., ChangW., CarneyM., FernándezM., … SánchezJ (2017). The accountability era in US teacher education: Looking back, looking forward. European Journal of Teacher Education, 40(5), 572—588.
15.
Cochran-SmithM., CarneyM., KeefeE., BurtonS., ChangW., FernándezM., … BakerM (2018). Reclaiming accountability in teacher education. New York, NY: Teachers College Press.
16.
Cochran-SmithM., PiazzaP., & PowerC. (2013). The politics of accountability: Assessing teacher education in the United States. The Educational Forum, 77(1), 6—27.
17.
Cochran-SmithM., SternR., SánchezJ., MillerA., KeefeE., FernándezM., … BakerM (2016). Holding teacher preparation accountable: A review of claims and evidence. Boulder, CO: National Education Policy Center.
18.
Cochran-SmithM., & VillegasA. M. (2015). Framing teacher preparation research: An overview of the field, part 1. Journal of Teacher Education, 66(1), 7—20.
19.
Cochran-SmithM., VillegasA. M., AbramsL., Chavez MorenoL., MillsT., & SternR. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In GitomerD., & BellC. (Eds.), Handbook of research on teaching (5th ed., pp. 439—547). Washington, DC: American Educational Research Association.
20.
Cochran-SmithM., & ZeichnerK. (Eds.). (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Erlbaum.
21.
Darling-HammondL. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35—47.
22.
Darling-HammondL. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83—91.
23.
Darling-HammondL., & LiebermanA. (Eds.). (2012). Teacher education around the world: Changing policies and practices. New York, NY: Routledge.
24.
DelpitL. (1995). Other people's children: Cultural conflict in the classroom. New York, NY: The New Press.
25.
DuncanA. (2009). Teacher preparation: Reforming the uncertain profession—Remarks of Secretary Arne Duncan at Teachers College, Columbia University. U.S. Department of Education. Retrieved from http://www2.ed.gov/news/speeches/2009/10/10222009.html
EllisV., & OrchardJ. (2014). Learning teaching “from experience”: Towards a history of the idea. In EllisV., & OrchardJ. (Eds.), Learning teaching from experience: Multiple perspectives, international contexts (pp. 1—17). London, England: Bloomsbury.
30.
EllisV., Souto-ManningM., & TurveyK. (2019). Innovation in teacher education: Towards a critical re-examination. Journal of Education for Teaching, 45(1), 2—14.
31.
FosterM. (1997). Black teachers on teaching. New York, NY: The New Press.
32.
GoodwinA. L., SmithL., Souto-ManningM., CheruvuR., ReedR., TanM., & TraverasL. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284—302.
33.
GriffinP., & ColeM. (1984). Current activity for the future. In RogoffB., & WertschJ. (Eds.), Children's learning in the “zone of proximal development”: New directions for child development (pp. 45—63). San Francisco, CA: Jossey-Bass.
GutiérrezK., MoralesP., & MartínezD. (2009). Re-mediating literacy: Culture, difference, and learning for students from nondominant communities. Review of Research in Education, 33, 212—245.
36.
HarveyD. (2005). A brief history of neoliberalism. New York, NY: Oxford University Press.
37.
HawleyW. D. (1990). The theory and practice of alternative certification: Implications for the improvement of teaching. Peabody Journal of Education, 67(3), 3—34.
38.
HessF. (2001). Tear down this wall: The case for a radical overhaul of teacher certification. Washington, DC: Progressive Policy Institute.
39.
HessF., & McShaneM. (Eds.). (2014). Teacher quality 2.0: Toward a new era in education reform. Cambridge, MA: Harvard Education Press.
40.
HollarJ. (2017). Speaking about education reform: Constructing failure to legitimate entrepreneurial reforms of teacher preparation. Journal of Critical Education Policy, 15(1), 60—84.
HornI. S., & KaneB. D. (2019). What we mean when we talk about teaching: The limits of professional language and possibilities for professionalizing discourse in teachers' conversations. Teachers College Record, 121(6).
43.
KendiI. (2016). Stamped from the beginning: The definitive history of racist ideas in America. New York, NY: Nation Books.
44.
KretchmarK., & ZeichnerK. (2016). Teacher prep 3.0: A vision for teacher education to impact social transformation. Journal of Education for Teaching, 42(4), 417—433.
45.
KumashiroK. (2012). Bad teacher! How blaming teachers distorts the bigger picture. New York, NY: Teachers College Press.
46.
LabareeD. (2004). The trouble with ed schools. New Haven, CT: Yale University Press.
47.
Ladson-BillingsG. (2004). Landing on the wrong note: The price we paid for Brown. Educational Researcher, 33(7), 3—13.
48.
Ladson-BillingsG. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35, 3—12.
49.
Ladson-BillingsG. (2017). The (r)evolution will not be standardized: Teacher education, hip hop pedagogy, and culturally sustaining pedagogy 2.0. In ParisD., & AlimH. S. (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 141—156). New York, NY: Teachers College Press.
50.
LevineA. (2006). Educating school teachers. Washington, DC: Education Schools Project.
51.
LipmanP. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York, NY: Routledge.
52.
MayerD., & ReidJ. A. (2016). Professionalising teacher education: Evolution of a changing knowledge and policy landscape. In LoughranJ., & HamiltonM. (Eds.), International handbook of teacher education (pp. 453—486). Singapore: Springer.
53.
MilnerH. R., PearmanF., & McGeeE. (2013). Critical race theory, interest convergence, and teacher education. In LynnM., & DixsonA. (Eds.), Handbook of critical race theory in education (pp. 339—354). New York, NY: Routledge.
54.
National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: Author. Retrieved from https://www2.ed.gov/pubs/NatAtRisk/risk.html
55.
National Commission on Teaching and America's Future. (1996). What matters most: Teaching for America's future. Woodbridge, VA: Author.
56.
National Council for Accreditation of Teacher Education. (2010). Report of the Blue Ribbon panel on transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: Author.
57.
National Council on Teacher Quality. (2014). Teacher prep review: A review of the nation's teacher preparation programs. Washington, DC: Author.
58.
PaigeR. (2002). Meeting the highly qualified teachers challenge: The secretary's annual report on teacher quality. Washington, DC: U.S. Department of Education Office of Postsecondary Education. Retrieved from https://files.eric.ed.gov/fulltext/ED513876.pdf
PaigeR. (2004). Meeting the highly qualified teachers challenge: The secretary's third annual report on teacher quality. Washington, DC: U.S. Department of Education Office of Postsecondary Education. Retrieved from https://files.eric.ed.gov/fulltext/ED483160.pdf
61.
PhilipT. M. (2019). Principled improvisation to support novice teacher learning. Teachers College Record, 121(6).
62.
PhilipT., Souto-ManningM., AndersonL., HornI., AndrewsD., StillmanJ., & VargheseM. (2018). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education. https://doi.org/10.1177/0022487118798324
63.
RobertsT., & AndrewsD. C. (2013). A critical race analysis of the gaslighting against African American teachers: Considerations for recruitment and retention. In AndrewsD. J. C., & TuittF. (Eds.), Contesting the myth of a “post racial” era: The continued significance of race in U.S. education (pp. 69—94). New York, NY: Peter Lang.
RowanL., KlineJ., & MayerD. (2017). Early career teachers' perceptions of their preparedness to teach “diverse learners”: Insights from an Australian research project. Australian Journal of Teacher Education, 42(10), 71—92.
66.
ScribnerS. (1970). Which agenda for advocacy?Social Policy, 1, 40.
67.
Siddle WalkerV. (1996). Their highest potential: An African American school community in the segregated South. Chapel Hill: University of North Carolina Press.
68.
SleeterC. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94—106.
69.
SleeterC. (2017). Wrestling with problematics of Whiteness in teacher education. International Journal of Qualitative Studies in Education, 29(8), 1065—1068.
70.
SojaE. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined spaces. Malden, MA: Blackwell.
71.
Souto-ManningM. (2018, April). Going for broke: Paying up the teacher education debt as a matter of justice. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
72.
Souto-ManningM. (2019). Toward praxically-just transformations: Interrupting racism in teacher education. Journal of Education for Teaching, 45(1), 97—113.
73.
Souto-ManningM., & MartellJ. (2019). Toward critically transformative possibilities: Considering tensions and undoing inequities in the spatialization of teacher education. Teachers College Record, 121(6).
StillmanJ., & BeltramoJ. L. (2019). Exploring Freirean culture circles and Boalian theatre as pedagogies for preparing asset-oriented teacher educators. Teachers College Record, 121(6).
Teacher Education Collective. (2018, April). Teacher education in the United States: Toward needed transformations. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
78.
ThorsenD. G. (2010). The neoliberal challenge: What is neoliberalism?Contemporary Readings in Law and Social Justice, 2(2), 188—214.
79.
TuckE. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409—427.
80.
U.S. Department of Education. (2016). The state of racial diversity in the educator workforce. Washington, DC: Office of Planning, Evaluation and Policy Development, U.S. Department of Education.
81.
VargheseM., DanielsJ. R., & ParkC. C. (2019). Structuring disruption within university-based teacher education programs: Possibilities and challenges of race-based caucuses. Teachers College Record, 121(6).
82.
WinnM. (2011). Black literate lives: Historical and contemporary perspectives. New York, NY: Routledge.
83.
ZeichnerK. (2009). Teacher education and the struggle for social justice. New York, NY: Routledge.
84.
ZeichnerK. (2010). Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S. Teaching and Teacher Education, 26, 1544—1552.
85.
ZeichnerK. (2014). The struggle for the soul of teaching and teacher education in the USA. Journal of Education for Teaching, 40(5), 551—568.
ZeichnerK. (2018). The struggle for the soul of teacher education. New York, NY: Routledge.
88.
ZeichnerK., & ConklinH. G. (2016). Beyond knowledge ventriloquism and echo chambers: Raising the quality of the debate in teacher education. Teachers College Record, 118(12), 1—38.