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ERIC Number: ED032264
Record Type: RIE
Publication Date: 1968-Oct
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Summary of the Specifications for a Comprehensive Undergraduate and Inservice Teacher Education Program for Elementary Teachers. Summary of the Final Report.
Syracuse Univ., NY.
A 5-year self-paced model program for the preparation of elementary school teachers was based on six assumptions: that no one point of view is best in teacher education; that because of societal change, there is a need for self-renewing teachers; that an intent-action-feedback process is needed to keep the program self-renewing; that continual inservice training is necessary for teacher educators; that individual uniqueness should be accommodated; and that protocooperation between teacher education institutions and schools is needed. The model consists of components (a liberal education component and six professional components) which are composed of instructional modules and which provide for independent study or small group instruction. The liberal education component provides general knowledge to the student through part of his junior year. The process-oriented professional components, in conjunction with simulated or actual teaching experiences, provide instruction and specialization through the senior year to provisional certification. An optional fifth year provides partnership teaching with in-depth study in the six professional components. In addition, three support systems facilitate program utilization: the program support system, the information and evaluation system, and the organizational support system. (ED 026 301-2 comprise the complete report. [Not available in hard copy due to marginal legibility of original document] (SM)
Elem. Teacher Educ. Project, Div. of Elem. & Sec. Research, Bureau of Research, USOE, 400 Maryland Avenue, S.W., Washington, D.C. 20202 (Free)
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: Syracuse Univ., NY.
Identifiers: N/A