A Position Paper on Teacher Competencies for Cultural Diversity in Connection with the AACTE Multicultural Education/Competency-Based Teacher Education Project.

Autor/in	Wynn, Cordell
Titel	A Position Paper on Teacher Competencies for Cultural Diversity in Connection with the AACTE Multicultural Education/Competency-Based Teacher Education Project.
Quelle	(1974), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Teacher Education; Cultural Pluralism; Educational Change; Educational Improvement; Educational Objectives; Educational Policy; Nondiscriminatory Education; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Kulturpluralismus; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The objective of teacher education programs should be to assist prospective teachers in developing competencies needed to intervene successfully in the development of youth from diverse cultural backgrounds. This objective has a number of implications for teacher education programs and for school curriculum at all levels. Teacher education institutions must: (a) develop programs that reflect the defined skills, attitudes, and experiences required of individual living and learning in a pluralistic society; (b) replace subordinate content objectives with behavioral objectives; (c) employ, in the full range of positions, faculty and administrators from all ethnic groups; (d) implement training components that provide for competencies needed in cross/cultural and minority teaching/learning situations; and (e) assist school districts in establishing teaching/learning effectiveness centers to provide for the upgrading of professional competencies in the cognitive domain and to combine creativity with the ability to be a resource to the learning process for all youth in a pluralistic society. The schools must: (a) adopt a philosophy of continuous progress, (b) select instructional resources that will reflect multicultural education, (c) relieve the teacher of nonteaching functions, and (d) provide opportunities within the school for the child to apply rational thinking to real problems of living in a culturally diverse society. (This document contains a 2-page bibliography and glossary of competency-based teacher education terms.) (Author/HMD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01