Literaturnachweis - Detailanzeige
| Autor/inn/en | Russell, Phillip; Harris, Larry B. |
|---|---|
| Titel | Creating a Systemic Transformation of Pre-Service Teacher Preparation. |
| Quelle | (1996), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College School Cooperation; Educational Assessment; Educational Change; Elementary Secondary Education; Faculty Development; Higher Education; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Program Development; School Restructuring; Schools of Education; Student Recruitment; Teacher Education Programs |
| Abstract | This paper describes the history and continuing story of the complete transformation of the teacher education program at the University of Arkansas at Monticello. Among the transformation factors are: professional development of faculty on all levels; recruitment, admissions, and retention; curriculum and instruction; internships and professional development schools; and assessment. The transformation involved working closely in collaboration with the public schools of southeast Arkansas in joint program sessions and retreats. One of the big changes is that teacher education faculty must now participate in the daily lives of schools and children through involvement in classrooms and staff development exchanges. Standards for admission to the education program have increased to include assessments of basic skills, increases in grade point average, and an interview process. Additional funding has been secured for recruiting new students, especially minority group students. Students planning to teach at the secondary level must now complete an academic major in an academic discipline, in addition to teacher education requirements; students planning to enter elementary education complete a major designed specifically for them. The professional education curriculum has been significantly redesigned into a series of integrated and cohesive experiences, including active learning and participation. Graduation from the program now includes a set of standards, in addition to course requirements, that involve knowledge, skills and dispositions, using portfolios, simulations, interviews, observations, and written evaluations. Future developments will include opportunities for continued growth and development using technological advances appropriate for the teaching and learning process. (NAV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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