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ERIC Number: ED210247
Record Type: RIE
Publication Date: 1981
Pages: 26
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Creating Conditions for Professional Practice in Schools and Departments of Education.
Scannell, Dale P.
There are four conditions that will enhance professional practice in schools and departments of education. The first condition is the necessity for commitment on the part of the education department and its faculty. As professionals, faculty must be committed to providing essential services to individuals and society, make decisions in the interests of students in accordance with the best knowledge available, accept responsibility for the decisions, and be accountable to the profession. Second, schools of education must have and exercise the governance of factors directly related to their educational mission. They must have the primary voice in determining admission and retention standards for programs, the content of those programs, the assignment of faculty, and the reward system for faculty. The third condition is that programs must be developed which not only include a broad spectrum in the liberal arts but also transmit the professional culture, the insights derived from the experience of effective teachers, and the expanding knowledge base regarding effective teaching. The schools of education are responsible for the quality of the students they offer for certification, and for monitoring and evaluating standards and procedures. In discussing the last condition, resource availability, it is pointed out that schools of education are not receiving a level of financial support necessary for training teachers who are truly professional. Specific recommendations for changing and improving these conditions include using professional educator associations, maintaining strict accordance with certification standards, and changing the funding patterns of schools of education. (JD)
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A