ERIC Number: ED033917
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Challenges and Needed Developments in Teacher Education.
Radically different programs must be designed to produce the kind of professional teachers needed for the 1980's. Appropriate programs must be developed for the differentiated roles: diagnostician of pupil needs and learning problems; developer, applier, and evaluator of learning strategies; instructional leader of staff groups; specialist in the wise use of instructional technologies, in curricula, in evaluation techniques, and in laboratory phases of teacher education. Preservice and inservice teacher education must be joined, lengthened, and made truly functional; the all-college approach implemented; programs individualized; more attention given to the affective domain. Such new approaches as the use of interaction analysis, microteaching, critical incident films, simulation procedures, and such technological devices as the portable videotape recorder, closed-circuit TV, multimedia study carrels, and computer-assisted instruction must be developed for the entire sequence and professionally adequate designs made for professional laboratory experiences. All types of new organizational patterns and relationships between schools, and computer-assisted instruction must be developed to their fullest potential. Comprehensive rationale must be developed for the entire sequence and professionally adequate designs made for professional laboratory experiences. All types of new organizational patterns and relationships between schools, colleges, and state agencies must be explored for cooperation on programs and standards. Knowledge and research from the social and behavioral sciences must also be brought to bear on the problems of teacher education. (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Multi-State Teacher Education Project, Baltimore, MD.
Note: Reprinted from Teacher Education in Transition, Volume II.