ASEP: A Model for Professionalism in a Successful Postbaccalaureate Secondary Certification Program for Career Changers.

Autor/inn/en	Shannon, Isabelle L.; Bergdoll, Carla B.
Titel	ASEP: A Model for Professionalism in a Successful Postbaccalaureate Secondary Certification Program for Career Changers.
Quelle	(1998), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Alternative Teacher Certification; Career Change; Curriculum Development; Graduate Study; Higher Education; Life Events; Nontraditional Students; Preservice Teacher Education; Secondary Education; Secondary School Teachers; Standards; Student Needs + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Career changes; Berufswechsel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Standard
Abstract	The Alternative Secondary Education Program was designed to provide an alternative pool of teachers with the maturity to interact with today's adolescents and ability to draw from life and career experiences to design interesting, relevant lessons. The program follows the AACTE-recommended standards for teacher education (selective admission standards, a curriculum that emphasizes knowledge and skills essential to beginning teachers, supervised internships, and an examination measuring competency in subject matter and professional studies). The program curriculum accommodates the needs of diverse alternative (nontraditional) students. For example, the 18-credit-hour sequence was reconfigured into three 3-credit courses. Candidates can complete the program more quickly or slowly, depending on their needs. The program offers easy access to support services, flexible hours, and conveniently located facilities. Candidates are continually encouraged to identify life and career experiences that they can incorporate into lesson plans, since it is life experiences that differentiate them from typical undergraduates. The program emphasizes diversity, classroom management, and multiple intelligences. Many adult learners are distressed by the challenges of balancing their personal lives with commitment to the program. Others have difficulty changing their old notions of teaching, learning, youth, and classrooms. Many find it hard to become novices again after having been successful in another career. Surveys of program completers indicate they liked the program because it was tailored to their needs and offered quality instruction. (Contains 13 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC