TY - JOUR
AU - Thompson, Linda
AB - Donald R. What We Think We Know Cruickshank I nservice Education About Christopher Lorish Linda Thompson The Ohio State University much has been written about rather than is seen as deficits, Although eradicating inservice teacher the literature and education, complementing extending professional little direction for decision makers the baccalaureate. provides growth beyond that for of there has been a from responsible aspect professional Secondly, progression A lack of and education. clear a discrete to a continuous view of inservice concepts definitions-there is not even on what teacher education. Several studies stressed that agreement an of facts inservice education is-and absence there is no a distinct line between longer and conditional are and inservice education & especially (Edelfelt propositions preservice Without clear and notable. definitions, Nicholson et concepts Lawrence, 1975; al., 1976; how can we a Without facts, 1975.) carry on dialogue? Vanderpool, how can we understand the facets of a The third trend has been a from a many shifting Without conditional to a inservice teacher particular activity? relatively simple complex how do we know what will follow education When with propositions, operation. compared or result from action? we earlier teacher inservice any given Although practices, today’s seem to 
TI - What We Think We Know About I nservice Education
JF - Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher Education
DO - 10.1177/002248717903000112
DA - 1979-01-01
UR - https://www.deepdyve.com/lp/sage/what-we-think-we-know-about-i-nservice-education-LU1AxVcTdv
SP - 27
EP - 32
VL - 30
IS - 1
DP - DeepDyve
ER -