Implementing the Vision: The Shared Experience in Minnesota.

Autor/inn/en	Warring, Douglas F.; und weitere
Titel	Implementing the Vision: The Shared Experience in Minnesota.
Quelle	(1991), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teacher Induction; Board of Education Policy; College School Cooperation; Educational Change; Elementary Secondary Education; Higher Education; Inservice Teacher Education; Internship Programs; Magnet Schools; Preservice Teacher Education; Teacher Certification; Teacher Education Curriculum; Minnesota + Suchen Sie Ihr Suchwort? Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Berufspraktische Ausbildung; Lehramtsstudiengang; Lehrerausbildung
Abstract	Teacher education is quickly evolving, reflecting the dynamic complexity and heterogeneity of U.S. society. Collaboration of state licensing agencies and university/college and school personnel is essential in pursuing creative options to meet student needs. This collaboration requires a careful examination of the roles played by each of the three groups in teacher preparation at the preservice and inservice levels. This paper, in which six presenters share perspectives from the district, higher education, and state levels, describes the development of some nontraditional models and collaborative efforts in Minnesota based on Minnesota's "Vision Document" (1986) and discusses some of the preliminary lessons learned from the process. Induction models outlined by the "Vision Document" are initiatives of the Board of Teaching that led to the development of new rules for redesigning teacher education. As in other professions, teachers must acquire knowledge, skills, and dispositions and be prepared to apply them. Standards and rules for the teaching profession must reflect both teacher preparation and teaching practice. The St. Paul Saturn program, working in collaboration with the University of St. Thomas, received a grant from the State of Minnesota and continuing support from the school district and will continue to work with students in an innovative fashion. Findings from ongoing evaluations demonstrate a continued need for assistance to mentors and mentees. (Author/IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC