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ERIC Number: ED026325
Record Type: RIE
Publication Date: 1968-Oct
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Appendix T. Personalizing Teacher Education.
Garrison, Jesse
Two basic reasons compel a strong personalizing emphasis--a concern for the teacher-as-a-person--in the model teacher education program. Both are directly related to the "global objective" of providing for adaptive capabilities. The first reason derives from the already established mental health movement in our schools--the accepted responsibility for the personal and social development of students as well as the charge to develop intellectual abilities. The value of a focus on teacher self-definition, self-evaluation, and self-direction in providing for adaptive capabilities has received support from both clinical and educational sources. The second reason for concern comes from advances in the efficient acquisition of knowledge through the use of programed materials, particularly those mediated by computer. This is a trend that is gaining momentum and that will require increasing numbers of teachers being trained today to accept roles in education quite different from those of the past. These roles will emphasize the human factors in education that cannot be handled by machines. A model teacher education program should attend specifically to the conditions requisite to achieving a total individualization of education. (This document and SP 002 155-SP 002 180 comprise the appendixes for the ComField Model Teacher Education Program Specifications in SP 002 154.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: 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
Note: Appendix T in A Compentency Based, Field Centered, Systems Approach to Elementary Teacher Education; Final Report. Vol. III, p165-174.