A Clinical Continuum: Integrating Preservice and Inservice Educational Delivery Systems.

Autor/inn/en	Fountain, Cheryl A.; und weitere
Titel	A Clinical Continuum: Integrating Preservice and Inservice Educational Delivery Systems.
Quelle	(1993), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teacher Induction; College School Cooperation; Educational Change; Educational Principles; Elementary Education; Field Experience Programs; Higher Education; Inservice Teacher Education; Internship Programs; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Program Development; School Restructuring; Teacher Role; Urban Schools; Florida + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsprinzip; Elementarunterricht; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Berufspraktische Ausbildung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Schulreformplan; Schulumwandlung; Lehrerrolle; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The American Telephone and Telegraph Company (AT&T) Alliance for Tomorrow's Teachers is a collaborative effort among the University of North Florida, Florida Community College at Jacksonville, the Clay and Duval County (Florida) school systems, and the Clay and Duval County teachers' unions. The goals of the program are to: (1) restructure the teacher preparation program; (2) restructure the Alliance demonstration schools where new organizational structures and ways of teaching and learning are modeled; (3) reduce the attrition rate in the first five years of practice of teachers who participate in the project; and (4) institutionalize, in the university and the school districts, those program components that prove to be effective. Project activities were organized around four components of the clinical teacher preparation continuum: early field experiences, preinternship field experiences, internship field experiences, and beginning teaching experiences. Collaboration was implemented through inter-institutional planning/study teams. Changes in thinking eventually produced two related paradigm shifts--structural and instructional. There were four categories of instructional shifts: teaching and learning, ways of organizing teaching and learning, school and community interactions, and outcomes of schooling. Four outcomes and implications have emerged from the project: planning/study teams, redesign of teacher roles, redesign of urban teacher preparation, and preliminary thoughts on a taxonomy for urban education. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC