A Collaborative Field Based Elementary Education Program: Bridging the Credibility Gap between Teachers and Teacher Training Programs.

Autor/in	Bloodsworth, Gaston
Titel	A Collaborative Field Based Elementary Education Program: Bridging the Credibility Gap between Teachers and Teacher Training Programs.
Quelle	(1994), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adjunct Faculty; College School Cooperation; Cooperating Teachers; Elementary Education; Elementary School Teachers; Higher Education; Mentors; Methods Courses; Partnerships in Education; Program Content; Program Improvement; Schools of Education; Student Teachers; Student Teaching; Teacher Attitudes; Teacher Education Programs; Teacher Educators + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Elementary school; Grundschule; Volksschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Hochschulpartnerschaft; Programmgestaltung; Erziehungswissenschaftliche Fakultät; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	The educational reform movement, with its heavy emphasis on restructuring and collaboration, has brought into the open a serious credibility gap between teachers and the role that schools of education and the education professorate have played in educational development and leadership. Many teachers believe that professors do not understand, or have lost touch with, the realities of public school education and have no accurate concept of what goes on in the classroom. Using a traditional elementary education program as an example, this paper describes the collaborative mentorship program, a professional approach to teacher education designed to establish credibility between and among teachers and professors due to the level and depth of collaboration involved. The approach offers the following: (1) more relevant and less redundant methods courses; (2) more field experiences; (3) no additional semester hours in the program; (4) no additional financial expenditures; (5) no additional faculty positions; (6) real and meaningful collaboration with public schools; and (7) leadership in educational philosophy and practice. The collaborative mentorship program almost completely eliminates the need for regular faculty to supervise student teachers. The approach allows all to work from their strengths, and it allows for greater flexibility for student placement. Overall the mentorship program is considered a true collaborative approach that benefits everyone. Contains 14 references. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01