Accountability in Teacher Training.

Autor/in	Johnson, Barbara M.
Titel	Accountability in Teacher Training.
Quelle	(1971), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; College Students; Curriculum Development; Elementary School Teachers; Inservice Teacher Education; Preservice Teacher Education; Special Education Teachers; Student Teacher Supervisors; Student Teaching; Teacher Attitudes; Teacher Education Curriculum; Teacher Role; Team Teaching; Minnesota Teacher Attitude Inventory + Suchen Sie Ihr Suchwort? Verantwortung; Collegestudent; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Lehrerrolle; Teamteaching
Abstract	This project attempted to combine pre-service methods, student teaching and in-service curriculum improvement. The participants were 18 elementary classroom teachers, 22 college students, 1 Miller-Unruh teacher, 1 Title I teacher, 4 special education teachers, and a principal. The college students were assigned to one elementary (K-8) school for one semester all day, every school day. They were enrolled for a 3 unit curriculum course. One of the main objectives of the project was to demonstrate that curriculum study and improvement can be effectively accomplished by intensive introspection on the part of a staff for the purpose of explaining and instructing teacher training candidates. Conversely, it was held that the college students in pre-service training would be effectively trained if their experiences were comprehensive and genuinely related to and included actual teaching. Pre and post evaluations were done using standardized and informal instruments. Results were significant. Other, more subjective evaluations were done on proficiency in the teaching of subjects and skills. These results were also highly positive. It is concluded that institutions that participate in teacher training must be responsible for the exploration and initiation of options for more involved, comprehensive programs. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC