ERIC Number: ED026312
Record Type: RIE
Publication Date: 1968-Oct
Reference Count: 0
Appendix G. Basic Training Model for the ComField Practicum.
Hale, James R.
The practicum for the ComField Model Teacher Education Program is based on Joint Inquiry, a process for systematically improving instruction in which the instructional manager (individual in charge of instruction, in this case a student teacher), or I.M., and the trainer (teacher educator) together attempt to solve a professional problem. Joint Inquiry is implemented through a five-phase cycle (planning, observation, analysis, strategy, and conference) related to seven underlying principles: (1) The I.M. and the trainer jointly share understanding of the problem situation. (2) Shared understanding demands full exchange of information. (3) The I.M. must attempt to achieve his goals, not the trainer's. (4) There will be no learning unless the I.M. makes a provisional try, i.e., exposes his behavior. (5) After making a provisional try, the I.M. must receive information about his performance, not about his personality. (6) The I.M. must receive information about the effects of his performance. (7) The I.M. performance indicates the order in which desired changes are to be accomplished. Transcripts of the teaching act plus records from planning sessions and conferences serve as a basis for further counseling and referral. An evaluation team consisting of a group of trainers determines when the I.M. has completed the practicum. (This document and SP 002 155-SP 002 180 comprise the appendixes for the ComField Model Teacher Education Program Specifications in SP 002 154.) (Author/SG)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR.
Identifiers: ComField Model Teacher Education Program; Joint Inquiry
Note: Appendix G in A Competency Based, Field Centered, Systems Approach to Elementary Teacher Education; Final Report. Vol. II, p116-122.