An Alternative Teacher Training Model for Urban America--the Teacher as a Social Systems Agent.

Autor/in	Linton, Thomas E.
Titel	An Alternative Teacher Training Model for Urban America--the Teacher as a Social Systems Agent.
Quelle	(1972), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Change Agents; Community Education; Community Involvement; Educational Change; Educational Objectives; Educational Philosophy; Educational Researchers; School Community Relationship; Schools of Education; Social Change; Student Teacher Relationship; Teacher Education; Teacher Education Curriculum; Urban Education + Suchen Sie Ihr Suchwort? ; Gemeinschaftserziehung; Nachbarschaftserziehung; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Erziehungswissenschaftliche Fakultät; Sozialer Wandel; Lehrerausbildung; Lehrerbildung; Stadtteilbezogenes Lernen
Abstract	This paper, after discussing the inadequacies of present-day teacher education, proposes an alternative model which places first priority on the actual training of teachers, as well as administrators, for the public schools. The model emphasizes the realities of life in urban and nonurban America in the seventies, making the following assumptions: (1) Teacher training as such is the most important task that educators can effectively engage in; (2) Value questions are of major and primary importance in the total educational process; (3) The behavioral sciences, and physical and natural science, and educational "science" have provided sufficient basis for a grossly more effective and self motivating learning environment than is presently offered in schools of education or public schools; (4) The teacher's function is to educate or lead out and develop human potential; (5) All teachers going through the "system" or school of education should be cognizant of the excellent, the mediocre, and the savage societal conditions which are routinely present in the urban student's environment; (6) The teachers development should be a total process, consisting of cognitive, affective, and physical development, area of specialization, maximizing the learning environment, and social systems catalyst; and, (7) The total training process would involve extensive exposure to a wide range of community experiences, combining theoretical and applied work. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01