The Lasting Impact of Teacher Education: Tensions between Reflection, Research, and the 'Grit" of Reality

Abstract

In light of challenges to the positive contributions of teacher education programs on its graduates (Cochran-Smith, 2004; Darling-Hammond, 2006), this study sought to answer the question "What lasting impacts does teacher education have on graduates as they emerge into the teaching profession?" via a case study of one teacher education program in the Pacific Northwest. Graduates from the past five years were surveyed and 10% of survey respondents were interviewed. Analysis focused on participants' perceptions of their preparation for the profession as well as the extent to which they utilized and developed practices and philosophical approaches highlighted in their preservice experience.