VITA
KENNETH M. ZEICHNER
Education
Ph.D.1976Syracuse University (School Organizational Behavior and Change,
Teacher Education)
M.A.1970Syracuse University (Urban Education)
B.B.A.1969Temple University (Pre-Law)
High School Diploma 1965, Germantown High School, Philadelphia Public Schools
Professional Experience
September 2013- Boeing Professor of Teacher Education
September, 2009- Boeing Professor of Teacher Education, University of Washington,
Seattle
September 2009- 2013 Director of Teacher Education, University of Washington,
Seattle
July, 2007 Visiting Professor, Department of Curriculum & Instruction
University of Minnesota Twin Cities (Taught a graduate course).
May 1994-2011Hoefs-Bascom Professor of Teacher Education, University of Wisconsin-Madison (Affiliated with the Global Studies, African Studies and Latin American, Iberian and Caribbean Studies Programs)
July 2000-2009Associate Dean for Undergraduate, International and Teacher Education, School of Education, University of Wisconsin-Madison (50%)
December 2003Visiting Professor, University of Gothenberg, Sweden (Taught a graduate course and gave public lectures)
January-May 2000Visiting Professor, University of Southern California, Los Angeles, California (Taught a graduate course on teacher education)
January 1997-Chair, Elementary Education, University of Wisconsin-Madison
August 2000
January 1998-Principal Investigator, National Partnership for Excellence and
September 1999Accountability in Teaching (Funded by the US Department of Education).
July 1986-Professor, Department of Curriculum and Instruction, University of Wisconsin-Madison
Faculty Associate, Wisconsin Center for Education Research
July 1986-June 1996Senior Researcher and Principal Investigator, National Center for Research in Teacher Education, Michigan State University (now the National Center for Research on Teacher Learning)
August 1993Visiting Professor, University of Umea, Sweden
July 1991Visiting Professor, Simon Fraser University, Burnaby British Columbia, Canada
January-June 1986Visiting Scholar and Gordon Fellow, Deakin University, School of Education, Geelong, Australia
July 1983-Associate Professor, Department of Curriculum and Instruction, University of Wisconsin-Madison
Faculty Associate, Wisconsin Center for Education Research
August 1976-Program Associate, Department of Curriculum and Instruction,
June 1983University of Wisconsin-Madison
Responsibilities:
Co-Director of elementary student teaching and internship program and of the junior level practicum, “Reading and Mathematics in the Elementary School”
The coordination and training of University supervisors and
cooperating teachers through the teaching of formal and informal
workshops, seminars, and courses.
Supervision of student teachers and interns
Program development and research related to the Elementary Teacher Education Program
December 1980-Project Associate, Wisconsin Center for Education Research, “The
July 1983Development of Teacher Perspectives and the Relationships Among Teacher Perspectives, Classroom and School Processes and Student Diversity”
January-June 1975Acting Coordinator, Syracuse Urban Teaching Complex (Syracuse University, Syracuse City School System, Teacher Corps)
August 1975-Graduate Assistant, Syracuse University (Supervised practicum
January 1976students in elementary education)
September 1973-Team Leader, Syracuse University Teacher Corps Project
June 1975
January 1970-Elementary Classroom Teacher, Syracuse City School District
June 1973
June 1969-Teacher Intern, Syracuse University Urban Teacher Preparation
January 1970Program
International Consulting Projects
2013 Consultant to Teachers College Columbia U.S. AID funded project on teacher education reform in Pakistan. Conducted 3-hour workshop with university teacher educators in Islamabad Pakistan.
2005Consultant to Beijing Normal University, Advanced Training Program in Teacher Education Program Design in Colleges and Universities (November-December 2005)
1994-2000Consultant to the Teacher Education Reform Project, Ministry of Education and Culture Namibia and the University of Umea (Sweden) 1994-2000 (2-4 weeks per year)
1999Consultant to the USAID-funded Master’s and Ph.D. program for Namibian Ministry of Education Personnel (October-November 1999) Taught sessions on qualitative research methods and consulted with individuals about the research.
Honors and Awards
Recipient of the 1982 Award for Excellence in Professional Writing given by the American Association of Colleges for Teacher Education
Recipient of the Professional Development Program Award given by the Wisconsin Association of Teacher Educators for an experimental teacher education program co-directed with Carl Grant—“Preparing Teachers to Work Effectively with Diverse Students in Multicultural Settings,” 1987
Recipient of a Distinguished Teacher Educator Award, Association of Teacher Educators, 1990
Recipient of the Distinguished Research Award, Association of Teacher Educators, 1990
Wisconsin Teacher Educator of the Year, Wisconsin Department of Public Instruction, Wisconsin State Association of School Boards, 1992
Recipient of the 1993 Award for Excellence in Professional Writing given by the American Association of Colleges for Teacher Education
1993 Critics Choice Award Winner for Teacher Education and the Social Conditions of Schooling given by the American Educational Studies Association
Award for the Best Non-Dissertation Research in 1998, National Staff Development Council (with Cathy Caro-Bruce and Robin Marion)
Recipient of the University of Wisconsin-Madison School of Education Distinguished Achievement Award, May 2000
Recipient of the Margaret B. Lindsey Award for Distinguished Contributions to Research on Teacher Education, American Association of Colleges for Teacher Education, February 2002
Listed by Thomson ISI as one of the most cited researchers from 1981-1999 in the social sciences (ISIHIGHLYCITED.com).
Fulbright Senior Specialist award—Lecturing in Australian universities, July 2004
Recipient of the 2006 Award for Excellence in Professional Writing given by the American Association of Colleges for Teacher Education.
Lifetime Achievement Award, American Association of Colleges for Teacher Education.February, 2009.
Elected to the National Academy of Education, May 2009.
Legacy Award, Division K Teaching and Teacher Education of the American Educational Research Association, May 2010.
Elected a Laureate in Kappa Delta Pi, 2011
DeGarmo lecture award of the Society of Professors of Education 2011
Elected as a Fellow of the American Educational Research Association, April 2013.
Research and Publications
External Funding Received
1980-1985 “The Development of Teacher Perspectives and the Relationships among Teacher Perspectives, Classroom and School Processes and Student Diversity” (co-principal investigator with B. Robert Tabachnick) $241,653—National Institute of Education
1985-1988“The Preparation of Teachers to Work Effectively with Diverse Students in Multicultural Settings” (co-principal investigator with Carl Grant) $94,945—National Institute of Education
1985-1990Research Subcontract with the National Center for Research in Teacher Education, Michigan State University
$179,566—Funded by OERI of the U.S. Department of Education
1987-1988“The Socialization of Student Teachers in the U.S. and Spain” (co-principal investigator with Carlos Marcelo, University of Sevilla) $5,000—Joint Hispanic North American Committee for Cultural Economic Cooperation, Spanish Ministry of Education
1990-1995Research Subcontract with the National Center for Research on Teacher Learning, Michigan State University, “Educating Teachers for Cultural Diversity”—$366,816
1991-1995“Developing Appropriate Conceptions of Teaching Science in Preservice Teacher Education” (co-principal investigator with Peter Hewson and Bob Tabachnick)
$849,663—National Science Foundation
1994-1995Common Destiny Alliance (Carnegie Corporation), Multicultural Teacher Education Project (with Carl Grant)—$18,719
1995-1996National Center for Restructuring Education, Schools and Teaching, Teachers College, Columbia University. Research subcontract to conduct a case study of the teacher education program at Alverno College, Milwaukee, Wisconsin—$15,000
1995-1997“The Nature and Impact of an Action Research Staff Development Program in One Urban School District (with Cathy Caro-Bruce of the Madison School District)
$79,000—John D. and Catherine Mac Arthur Foundation and the Spencer Foundation
1998-2000 (September) National Partnership for Excellence and Accountability in Teaching, “Teacher Research as a Source of Teacher Learning” $103,065—Funded by OERI
1999-2000“Educating Teachers for the 21st Century Through Collaborative Use of Technology” (co-principal investigator with Jo Ann Carr, UW-Madison)
$44,926—University of Wisconsin System PK-16 Technology Grant Renewed for 2000-2001 for $29,586
2001-2004“Action Research and the Reform of Teacher Education in Namibia” $203,900—Spencer Foundation
2006- 2009 Preparing Teachers for to educate students for Global Citizenship”
2007-2010 $56,575 - Longview Foundation. (for internationalizing teacher ed at UW-Madison).
2004-2009“Teacher Education as an all university responsibility.” University of
Wisconsin System $ 240,620
2013-2015 The role of learning about context and community in the preparation of urban
teachers. Spencer Foundation $50,000.
2013-2015 Policies and Practices related to teaching and teacher education in Alberta,
Canada. Subcontract with Stanford University. Funder is the Center for Education and the Economy $25,000.
Books
Tabachnick, B. R., & Zeichner, K. (Eds.). (1991). Issues and practices in inquiry-oriented teacher education. London: Falmer Press.
Liston, D., & Zeichner, K. (1991). Teacher education and the social conditions of schooling. New York: Routledge. Translated into Spanish and published as Formacion del Profesorado y condiciones sociales de la escolarizacion (1993, 1997, 2003 eds.). Madrid: Morata.
Zeichner, K. (1993). The preparation of reflective teachers: Ideas and practices (in Portuguese). Lisbon: University of Lisbon Press – Educa.
Zeichner, K., Melnick, S., & Gomez, M. L. (Eds.). (1996). Currents of reform in preservice teacher education. New York: Teachers College Press.
Liston, D., & Zeichner, K. (1996). Culture and teaching. Hillsdale, NJ: Erlbaum.
Zeichner, K., & Liston, D. (1996). Reflective teaching. Hillsdale, NJ: Erlbaum.
Zeichner, K., Melnick, S., & Gomez, M. (Eds.). (1996). Currents of reform in preservice teacher education. New York: Teachers College Press.
Zeichner, K., & Dahlstrom, L. (Eds.). (1999). Democratic teacher education reform in Africa: The case of Namibia. Boulder, CO: Westview Press. (paperback edition published in 2001 by Gamsburg Macmillan)
Pereira, J.D., & Zeichner, K. (Eds.). (2002). A pesquisa na formacao e no trabalho docente. (Research as part of teachers’ work) Belo Horizonte, Brasil: Autentica.
Cochran-Smith, M., & Zeichner, K. (Eds.). (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Lawrence Erlbaum.
Caro-Bruce, C., Klehr, M., & Zeichner, K.& Flessner, R. (Eds.). (2007) Using action research to create equitable classrooms. Thousand Oaks, CA: Corwin.
Pereira, J.D. & Zeichner, K. (2008) (Eds.). Justica social: Desafio papa a formacao de professors.(Social justice: A challenge for teacher education) Belo Horizonte, Brazil: Autentica.
Zeichner, K. (2009) Teacher Education and the struggle for social justice.New York: Routledge. Published in 2010 by Morata, in Madrid in Spanish.
Zhu, X. & Zeichner, K. (2013) (Eds). Preparing teachers for the 21st century.
Heidelberg: Springer.
Zeichner, K. & Liston D. (2013).Reflective teaching: An introduction, 2nd edition. New
York: Routledge.
Zeichner, K. (2013). The struggle for the soul of teaching and teacher education.(all
new material, published in Portuguese. These chapters and a few more will be published by Routledge in English). Belo Horizonte, Brazil: Autentica. (
Moreira M.A. & Zeichner, K. (2014) (Eds). Children of a lesser God: Linguistic diversity
and social justice in teacher education. Ramada, Portugal: EdicoesPedago.
Articles Published in Refereed Journals
Zeichner, K. (1978). Group membership in the elementary school classroom.Journal of Educational Psychology, 70, 554-564.
Zeichner, K. (1978). The student teaching experience.Action in Teacher Education, 1, 58-61.
Popkewitz, T., Tabachnick, B. R., & Zeichner, K. (1979). Dulling the senses: Research in teacher education. Journal of Teacher Education, 30, 52-60.
Tabachnick, B. R., Popkewitz, T., & Zeichner, K. (1979-80).Teacher education and the professional perspectives of student teachers.Interchange, 10, 12-29.
Zeichner, K. (1980). The development of an instrument to measure group membership in elementary school classrooms.Journal of Experimental Education, 48, 237-244.
Zeichner, K. (1980). Myths and realities: Field-based experiences in pre-service teacher education. Journal of Teacher Education, 31, 45-55.
Grant, C., & Zeichner, K. (1981). Inservice education for beginning teachers: The state of the scene. Journal of Research and Development in Education, 14, 99-111.
Zeichner, K., & Tabachnick, B. R. (1981). Are the effects of university teacher education washed out by school experience? Journal of Teacher Education, 32, 7-11. (Reprinted in the Education Digest, 40-43.)
Zeichner, K., & Grant, C. (1981). Biography and social structure in the socialization of student teachers.Journal of Education for Teaching, 1, 298-314.
Zeichner, K. (1981). Reflective teaching and field-based experience in teacher education.Interchange, 12, 1-22.
Beyer, L., & Zeichner, K. (1982). Teacher training and educational foundations: A plea for discontent. Journal of Teacher Education, 33, 18-23.
Zeichner, K., & Tabachnick, B. R. (1982). The belief system of university supervisors in an elementary student teaching program.Journal of Education for Teaching, 8, 34-54.
Zeichner, K., & Teitelbaum, K. (1982). Personalized and inquiry-oriented teacher education: An analysis of two approaches to the development of curriculum for field-based experiences. Journal of Education for Teaching, 8, 95-117.
Zeichner, K. (1983). Alternative paradigms of teacher education.Journal of Teacher Education, 34, 3-9.
Tabachnick, B. R., & Zeichner, K. (1984). The impact of the student teaching experience on the development of teacher perspectives.Journal of Teacher Education, 35, 28-36.
Zeichner, K. (1985). The ecology of field experience.Journal of Research and Development in Education, 18, 44-52.
Zeichner, K., & Tabachnick, B. R. (1985). The development of teacher perspectives: Social strategies and institutional control in the socialization of beginning teachers. Journal of Education for Teaching, 11, 1-25.
Tabachnick, B. R., & Zeichner, K. (1985). The development of teacher perspectives: Conclusions from the Wisconsin studies of teacher socialization. Dutch Journal of Teacher Education, 3, 117-124.
Zeichner, K., & Liston, D. (1985). Varieties of discourse in supervisory conferences.Teaching and Teacher Education, 1, 155-174.
Zeichner, K. (1985). The deskilling of teachers and the phenomenon of teacher stress.Teacher Education, 27, 35-42.
Zeichner, K. (1985). Dialectica de la Socializacion del profesor (Dialectics of teacher socialization).Revista de Educacion [Spain], 277, 95-123.
Zeichner, K. (1986). Content and contexts: Neglected elements in studies of student teaching as an occasion for learning to teach. Journal of Education for Teaching, 12(1), 5-24.
Zeichner, K., & Liston, D. (1986). An inquiry-oriented approach to student teaching.Journal of Teaching Practice [Australian], 6(1), 5-24.
Zeichner, K. (1986). Teacher socialization research and the practice of teacher training. Education and Society, 3/2-4/1, 25-37.
Zeichner, K. (1986). The practicum as an occasion for learning to teach.South Pacific Journal of Teacher Education, 14(2), 11-28.
Zeichner, K. (1986). Research on teacher socialization and practice in teacher education.Bildung und Erziehung (Germany), 39(3), 263-278. (German reprint of paper published in Education and Society.)
Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23-48.
Zeichner, K. (1987). Ensenanza reflexiva y experiencias de qula en la formacion del profesorado.Revista de Educacion (Spain), 282, 161-189. (Spanish reprint of Reflective teaching and field-based experience in teacher education. See above.)
Zeichner, K. (1987). Preparing reflective teachers: An overview of instructional strategies which have been employed in preservice teacher education. International Journal of Educational Research, 11(5), 565-575.
Liston, D., & Zeichner, K. (1987). Reflective teacher education and moral deliberation.Journal of Teacher Education, 38(6), 2-8.
Liston, D., & Zeichner, K. (1988). Critical pedagogy and teacher education.Journal of Education, 169(3), 117-137.
Zeichner, K., Liston, D., Mahlios, M., & Gomez, M. (1988).The structure and goals of a student teaching program and the character and quality of supervisory discourse.Teaching and Teacher Education, 4(4), 349-362.
Zeichner, K. (1989). Preparing teachers for democratic schools. Action in Teacher Education, 11(1), 5-10.
Zeichner, K. (1990). Changing directions in the practicum: Looking ahead to the 1990s. Journal of Education for Teaching, 16(2), 105-132.
Zeichner, K., & Liston, D. (1990). Traditions of reform in U.S. teacher education.Journal of Teacher Education, 41(2), 3-20.
Liston, D., & Zeichner, K. (1990). Teacher education and the social conditions of schooling.American Educational Research Journal, 27(4), 610-638.
Liston, D., & Zeichner, K. (1990). Reflective teaching and action research in preservice teacher education.Journal of Education for Teaching, 16(3), 235-254.
Zeichner, K. (1991). Contradictions and tensions in the professionalization of teaching and democratization of schools.Teachers College Record, 92(3), 363-379.
Gore, J., & Zeichner, K. (1991). Action research and reflective teaching in preservice teacher education: A case study from the U.S. Teaching and Teacher Education, 7(2), 119-136.
Zeichner, K. (1992). Rethinking the practicum in the professional development school partnership. Journal of Teacher Education, 43(4), 296-307.
Zeichner, K. (1993). Traditions of practice in North American teacher education.Teaching and Teacher Education, 9(1), 1-13.
Zeichner, K. (1993). Connecting genuine teacher development to the struggle for social justice. Journal of Education for Teaching, 19(1), 5-20.
Zeichner, K. (1993). Action research: Personal renewal and social reconstruction. Educational Action Research, 1(2), 199-219.
Zeichner, K. (1993). El Maestro como professional reflexive. Cuadernos de Pedagogia (Spain) 220, 44-49.
Zeichner, K. (1995). Beyond the divide of teacher research and academic research. Teachers & Teaching, 1(2), 153-172. (Translated into Portuguese and published in Cartografias Do Trabalho Docente edited by C. Geraldi, D. Fiorentini, & E. Pereira.)
Zeichner, K. (1997). Action research and issues of equity and social justice in preservice teacher education.International Journal of Practical Experiences in Professional Practices (Australia), 3(1), 36-52.
Zeichner, K., Grant, C., Gay, G., Gillette, M., Valli, L., & Villegas, A. M. (1998). A research informed vision of good practice in multicultural teacher education: Design principles. Theory into Practice, 37(2), 163-171.
Melnick, S., & Zeichner, K. (1998). Teacher educator’s responsibility to address diversity issues: Enhancing institutional capacity. Theory into Practice, 37(2), 88-95.
Zeichner, K. (1998). Reflective teaching. Chulalongkorn Educational Review (Thailand), 4(2), 1-9.
Zeichner, K. (1998). Research in teacher education.Chulalongkorn Educational Review (Thailand), 5(1), 1-9.
Zeichner, K. (1998). Investigative trends in U.S. teacher education.Revista Educacao (Brazil), 9, 76-87.
Zeichner, K., et al. (1998). Critical practitioner inquiry and the transformation of teacher
education in Namibia. Educational Action Research, 6(2), 183-204.
Tabachnick, B. R., & Zeichner, K. (1999). Ideas and action: Action research and the development of conceptual change teaching of science. Science Education, 309-322.
Hewson, P., Tabachnick, B. R., Zeichner, K., et al. (1999). Educating prospective teachers of biology: Introduction and research methods. Science Education, 247-273.
Hewson, P., Tabachnick, B. R., Zeichner, K., & Lemberger, J. (1999). Educating prospective teachers of biology: Findings, limitations and recommendations. Science Education, 373-384.
Zeichner, K. (1999). Action research and the preparation of reflective practitioners during the professional practicum.International Journal of Practical Experiences in Professional Education (Australia) ,3(1), 1-26.
Dahlstrom, L., Swarts, P., & Zeichner, K. (1999). Reconstructive education and the road to social justice: Postcolonial teacher education in Namibia. International Journal of Leadership in Education, 2(3), 149-164.
Zeichner, K. (1999). The new scholarship in teacher education.Educational Researcher, 28(9), 4-15.
Zeichner, K.; Klehr, M. & Caro-Bruce, C. (2000). Pulling their own levers. Journal of
Staff Development, 21(4), 36-39.
Zeichner, K., & Wray, S. (2001). The teaching portfolio in U.S. teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613-621.
Zeichner, K., & Schulte, A. (2001). What we know and don’t know from peer-review and research about alternative teacher certification. Journal of Teacher Education, 52(4), 266-282.
Zeichner, K. (2002). Beyond traditional structures of student teaching.Teacher Education Quarterly, 59-64.
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. (2003). Teacher research as professional development for p-12 educators in the U.S. Educational Action Research, 11(2), 301-325.
Zeichner, K. (2004). Investigacion-Accion y el mejoramiento de la docencia en la educacion superior (Action research and the improvement of teaching in colleges and universities).Ini-Pluri Iversidad [electronic peer reviewed journal, Columbia (
Zeichner, K., & Hutchinson, E. (2004). Le role du portfolio de l’enseignant comme outil pour identifier et developer les competences des enseignants (The role of portfolios in the development of teacher experience). Researche et Formation (France).
Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching & Teacher Education, 21, 117-124.
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. (2006). Different conceptions of teacher expertise and teacher education in the U.S. Zeitschrift fur Padadogik (Journal of Education) (Germany).
Cochran-Smith, M., Zeichner, K., & Fries, K. (2006). Studying teacher education in the U.S.: An overview of the report of the AERA Panel on Research and Teacher Education. (Estudio sobre la formacion del profesorado en los Estados Unidos: descripcion del informe del comite de la American Educational Research Association (AERA) sobre investigacion y formacion del profesorado Revista de Educacion (Spain) 340, pp.87-116.