Teacher education in United States. Initiatives aimed to educational improvement

Denise Vaillant; Jesús Manso  Ayuso

doi:10.14516/fde.2013.011.015.006

Autores/as

Denise Vaillant Universidad ORT (Uruguay) Autor/a
Jesús Manso Ayuso Universidad Nebrija (España) Autor/a

DOI:

https://doi.org/10.14516/fde.2013.011.015.006

Palabras clave:

teacher education, United States, standards, accreditation, certification

Resumen

In the last decades, research and international reports have placed teachers at the very center of analysis and diagnosis. Empirical evidence and studies have stressed once and again the important effect of teacher performance on student learning. Thus, today the question of how to train our teachers to guarantee a positive impact in the classroom is a pressing one. The United States of America, with its vastness and amplitude, constitutes a privileged place to study initiatives aiming to recognize the prestige of teachers. Furthermore, many of the initiatives in this country provide insight and inspiration for re-thinking programs of teacher training in other educational settings. This article centers on some of these initiatives, among which are institutional accreditation standards, initial training, alternative certification and, finally, innovative practices in teacher development.

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