What should our research agenda for reading teacher education look like?
We have not selected these questions because they are the ones for which we have answers. We have posed them because we believe that they embody the issues that will make our conversations regarding future research efforts most productive. Is Teacher Preparation Effective? There is no simple, direct answer to this question. Rather, we must assume a number of different perspectives on the goals and processes of teacher education to gather converging evidence regarding the effectiveness of teacher education programs. In examining the issues related to this question, we will begin with a look at the general teacher education literature and later return to focus specifically on the issues of reading teacher education. We have identified five perspectives that contribute to our understanding of the effects of teacher preparation programs. Adopting a service model, we can address the question of effectiveness by looking at the satisfaction levels of those who participate in these programs (i
