A Graduate Training Program Developed for Elementary School Spanish-English Bilingual Teachers (A 1969-1975 Research and Development Study). Part I, Bilingual Teacher and Trainer Institute Follow Up.

Autor/in	Orozco, Cecilio
Institution	New Mexico Univ., Albuquerque. Coll. of Education.
Titel	A Graduate Training Program Developed for Elementary School Spanish-English Bilingual Teachers (A 1969-1975 Research and Development Study). Part I, Bilingual Teacher and Trainer Institute Follow Up.
Quelle	(1975), (155 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Bilingual Teachers; Cultural Education; English; Higher Education; Inservice Teacher Education; Spanish; Teacher Education Curriculum + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; English language; Englisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Spanisch
Abstract	This study is addressed to the graduate level needs of prospective elementary school bilingual teachers who did not graduate from bilingual programs at the Bachelor's level, and to the development of a model for training those prospective teachers. An evaluation was performed to determine which curriculum areas of the New Mexico University Bilingual Teacher and Teacher Trainer Institute were perceived as effective and ineffective by participants. Two questionnaires of differing formats were devised for this purpose. After the participants had completed and returned the first questionnaire, they were interviewed concerning their responses. The second questionnaire was adapted to the respondent's reaction to the format of the first questionnaire. Another interview was held with each participant to clear up some items. Also, an interrogation letter was sent to seven bilingual program directors in New Mexico about what would consitute a good graduate program for bilingual teachers. The study showed that the following three main areas should be a minimum graduate component for the preparation of teachers for bilingual/bicultural (Spanish/English) programs: (1) culture, (2) language, and (3) pedagogy. The results from this study represent the voice of teachers in bilingual/bicultural programs and should be taken a serious mandate. (Appended are 11 items representing legislation, graduate programs, a proposal, the Bilingual Program Director's input, certification criteria, letters, and guidelines.) (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC