Boeing Professor of Teacher Education,
L211 Miller, Box 353600
My research has examined different aspects of teacher education in the U.S.A. and beyond. For many years, I have been focusing on understanding the historical trajectories of different approaches to improving teacher education and on elaborating the underlying assumptions, program elements, and consequences of different approaches to social justice oriented teacher education.
I have been working recently on ways to more closely connect the field and campus components of teacher education through the creation of different forms of hybrid spaces and on examining the evidence related to the efficacy of different pathways into teaching from an international perspective. My externally funded work in the last few years has included a study of teacher education reform in Namibia, a study of the process of engaging arts and science faculty in teacher education at the UW-Madison, an examination of the process of internationalizing teacher education at the UW-Madison,
Currently I am examining the consequences of a shifts toward fast track teacher education programs in different parts of the world, the impact of recent accountability policies in teacher education around the world, and in examining a type of action research called critical practitioner inquiry as a form of professional development for teachers and teacher educators.
Before joining the faculty at the University of Washington I spent 33 years on the faculty in the School of Education at the University of Wisconsin-Madison. Most recently, I spent 9 years as Associate Dean for Teacher Education and International Education and as the Hoefs-Bascom Professor of Teacher Education in the Department of Curriculum & Instruction. My work as a professor included teaching graduate courses in the study of teacher education, directing a school university partnership in teacher education with the Madison public schools and directing an international student teaching experience that enabled students to complete 10-20 weeks of their student teaching in a public school in another country.
I have served as Vice President of AERA (Division K), a member of the Board of Directors of the American Association of Colleges for Teacher Education, co-chair of the AERA Panel on Research in Teacher Education and as a member of National Academy of Education Committees on Teacher Education and Teacher Professional Development. In 2009, I was elected to the National Academy of Education. I have worked on teacher education issues in many parts of the world, most notably in Namibia (1994-2004) and I am hoping to begin a new program soon that provides professional development to university teacher educators in Ethiopia and studies its impact on the teacher education programs in their universities.
Syracuse University (School Organizational Behavior and Change,
Teacher Education), Ph.D
S.yracuse University (Urban Education), M.A
Temple University (Pre-Law), B.B.A.
Zeichner, K. (2009). Teacher education and the struggle for social justice. New York: Routledge.
Cochran-Smith, M. & Zeichner, K. (2005) (Eds) Studying teacher education. New York: Routledge.
Zeichner, K. & Dahlstrom, L. (1999) (Eds) Democratic teacher education reform in Africa: The case of Namibia. Boulder CO: Westview.
Zeichner, K. & Liston, D. (1996) Reflective teaching. New York: Routledge.
Zeichner, K. (2003). Teacher research as professional development for p-12 educators in the U.S. Educational Action Research, 11(2), 301-325.
Zeichner, K. (2006). Reflections of a university-based teacher educator on the future of college and university-based teacher education. Journal of Teacher Education, 57(3), 326-340.
Zeichner, K. Ndimande, B. (2008). Contradictions and tensions in the place of teachers in educational reform: Reflections on teaching and teacher education in the USA and Namibia. Teachers and Teaching: Theory and Practice 14(4), 331 – 343.
Zeichner & Hutchinson, E. (2008). The development of alternative certification policies and programs in the U.S. In P. Grossman & S. Loeb (Eds.) Taking stock: An examination of alternative certification. Cambridge, MA: Harvard Education Press.
Zeichner, K. & Paige, L. (2008). The current status and possible future for pre-service teacher education programs in the United States. In T. Good (Ed). 21st century education: A reference handbook. (pp.33-42). Thousand Oakes CA: Sage.
Zeichner, K.; & Flessner, R. (2009). Educating teachers for critical education. In M. Apple, W. Au, & L.Armando Gandin (Eds). International handbook of critical education. New York: Routledge. New York: Erlbaum/Routledge.
Zeichner, K. (in press). Teacher education for social justice in times of accountability, uncertainity, and growing inequalities. In M. Hawkins (Ed.). Social justice language teacher education. Bristol, UK: Multilingual Matters.
Zeichner, K. (in press). Rethinking the connections between campus courses and field experiences in college and university-based teacher education programs. Journal of Teacher Education.
Zeichner, K. (2003). The adequacies and inadequacies of three current strategies to recruit, prepare, and retain the best teachers for all students. Teachers College Record, 105(3), 490-515.
Zeichner, K. & Liu Y. (in press). A critical analysis of reflection as a goal for teacher education. In N. Lyons (Ed). Handbook of reflective inquiry. New York: Springer.
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600