Restructuring a Teacher Education Unit with P-12 Partner Schools. A Collaborative Model Revisited.

Autor/inn/en	Hegler, Kay L.; Forester, Lyn C.
Titel	Restructuring a Teacher Education Unit with P-12 Partner Schools. A Collaborative Model Revisited.
Quelle	(1993), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; College School Cooperation; Constructivism (Learning); Educational Change; Educational Improvement; Educational Objectives; Educational Philosophy; Elementary Secondary Education; Higher Education; Preservice Teacher Education; Program Development; School Restructuring; Teacher Education Curriculum + Suchen Sie Ihr Suchwort? Lösungsstrategie; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Schulreformplan; Schulumwandlung
Abstract	This paper explores some of the many reasons to restructure, suggests the participants in restructuring, responds to Goodlad's (1990) postulates and essentials of restructuring and describes a model for restructuring between a teacher preparation program and P-12 schools. Reasons for restructuring can be classified into three categories: changes in curriculum, changes in the administration or governance of schools, and proactive and reactive changes in teacher education. Revitalization of schools, the objective of restructuring, requires a joint commitment from the schools, the business community, and the educational community. From the schools, administrators, school board members, teachers, parents, and students should share in decision making about reorganization tasks. Business personnel from both large and small businesses have resources to offer a restructuring task force. From the education community, participants from the state department of education, teacher education faculty, and the teachers' association are also needed. At Doane College (Nebraska), the process of developing a preservice teacher education partnership program involved consultations among all participant categories. An outcome of the partnership process has been a revised teacher education program model employing partner school linkages. No longer reflecting a competency based approach, the revised model is influenced by holistic and constructivist conceptions of student and teacher learning. John Goodlad's five essentials of restructuring were employed in designing and evaluating the revised program. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC