"But I Have a Right To Become a Teacher!"

Autor/inn/en	Lemke, June Canty; Harrison, Suzanne
Titel	"But I Have a Right To Become a Teacher!"
Quelle	(2001), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission Criteria; Court Litigation; Disqualification; Due Process; Education Majors; Higher Education; Orientation; Preservice Teacher Education; Rural Schools; Standards; Student Evaluation; Teacher Qualifications; Teacher Shortage; Workshops + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Rechtsstreit; Dequalifizierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Orientierung; Lehramtsstudiengang; Lehrerausbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Standard; Schulnote; Studentische Bewertung; Lehrqualifikation; Lehrermangel; Lernwerkstatt; Schulung
Abstract	Across the United States, there is a growing teacher shortage, and teacher education programs must balance demands for new teachers and demands for higher teacher quality. The need for increased numbers of beginning teachers in special education and rural school districts is noted. At Gonzaga University in rural eastern Washington, teacher educators sought to clarify the criteria guiding decisions about student admission into or dismissal from their teacher education program. A growing number of lawsuits against universities by students who were denied admission or dismissed from teacher education programs has highlighted the need to identify the professional and interpersonal skills that teachers need as well as ways to assess them adequately. Gonzaga invites teacher-education applicants to attend a Saturday morning professional skills lab. The lab introduces applicants to the professional and interpersonal skills and attitudes that a teacher needs and emphasizes the importance of reflective thinking in the profession. The lab also allows faculty to screen out applicants who show little potential for success. To date, 600 Gonzaga students have attended the lab, and not one student has been dropped from the program after being admitted. Gonzaga also developed a Fair Process Manual to explain student rights and responsibilities and the process for monitoring student progress in the program, and uses a "yellow lights" system in which faculty record anecdotally any incidents that cause them concern. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC