Charting Directions for Preservice Teacher Education. A Position Paper Prepared for the National Commission on Excellence in Education.

Autor/in	Howey, Kenneth R.
Institution	National Commission on Excellence in Education (ED), Washington, DC.
Titel	Charting Directions for Preservice Teacher Education. A Position Paper Prepared for the National Commission on Excellence in Education.
Quelle	(1982), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Educational Change; Educational Policy; Educational Quality; Educational Research; Educational Trends; Futures (of Society); Higher Education; Preservice Teacher Education; Relevance (Education); Research Needs; Teacher Education Programs; Teacher Evaluation; Teacher Improvement; Teacher Recruitment; Teacher Role + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Relevance; Relevanz; Forschungsbedarf; Teacher appraisal; Lehrerbeurteilung; Lehrerrekrutierung; Lehrerrolle
Abstract	This paper on the future of preservice teacher education examines the question of whether a crisis exists today in schools and in teacher education. It is noted that judgments vary, given different perspectives and vantage points for observation, and that a reliable assessment of the current health of schooling and teacher education is difficult. Possible future directions for teacher education are suggested, and discernable conditions and events on the horizon are examined. A major conclusion is that the only way heightened or extended expectations can reasonably be accommodated are through more formalized and shared responsibilities by schools with other socially responsible parties. No major reform is envisioned in initial teacher education. Emphasis in this paper is placed on a multi-faceted approach to incremental improvements in the quality of teachers and teaching. Strategies for improving the quality of teaching are identified: (1) improve methods and procedures for recruiting and selecting teachers; (2) upgrade the quality of and/or extend, programs for preparing teachers; (3) improve evaluation of teachers and teacher education programs; and (4) critically reexamine teachers' role expectations and school conditions. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01