A Framework for Integrating School-to-Work into Preservice Teacher Education Programs.

Institution	State Univ. Education Deans, OH.
Titel	A Framework for Integrating School-to-Work into Preservice Teacher Education Programs.
Quelle	(1999), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Education Work Relationship; Educational Change; Educational Legislation; Federal Legislation; Higher Education; Integrated Activities; Preservice Teacher Education; Secondary Education; State Programs; Statewide Planning; Teacher Effectiveness; Teacher Role; Teaching Methods; Ohio + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsrecht; Schulgesetz; Bundesrecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Integrierender Unterricht; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Regierungsprogramm; Planwirtschaft; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This document presents a description, or framework, that can serve as a guide at both the macro and micro levels so colleges and universities in Ohio can and will integrate school-to-work (STW) into their teacher preparation programs. The framework provides platforms for discussion that prompt and necessitate each institution to examine and change the composition of their program and the means of delivery of their preservice teacher education program. Parts of the framework group into two general clusters: contextual framework and discussion platforms. The contextual framework has the following parts: a vision for preservice teacher education; mission of STW; philosophical context and descriptions of how STW relates to each of four orientations (academic rationalism; development of cognitive processes, personal relevance, and social adaptation/social reconstruction) and meets the needs enumerated in them; rationale behind STW; and economic assumptions. The discussion platforms include the following: relationships of STW and state curriculum models and Ohio teacher education and licensure standards; model for integrating STW into preservice teacher education programs in Ohio; strategies for integrating STW into teacher education programs; barriers/issues and solutions; and outcomes for preservice teacher education programs related to STW. Appendixes contain the following: 12 references; work-cluster concept map; the dimensions of work; Ohio Model Curriculum; the dimensions of school; and description of general and interpersonal competencies. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC