ABSTRACT
This chapter explores what changes did the TNE project help generate in teacher preparation at the participating institutions? It also focuses on the factors that influenced the implementation of the TNE design principles. In particular, how did the TNE sites approach the directive that "pupil learning will become one measure of the effectiveness of a teacher education program?" The chapter discusses the field of teacher preparation learnt from the experiences of the participating TNE institutions. These questions are highly relevant to current efforts to improve teacher preparation, especially to the heightened emphasis on evidence of pupil learning in the classrooms of program graduates. To address these questions, a "theory of action" (TOA) framework is used to analyze the TNE as originally conceived by Carnegie and to determine how the TOA played out in reality. The chapter focuses on qualitative methods to gather and analyze the data for research study.
