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ERIC Number: ED213682
Record Type: RIE
Publication Date: 1980-Oct
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Redesigning Teacher Education.
Edelfelt, Roy A.
Five factors are to be considered in redesigning teacher education programs: (1) the school's conception of its role and the teacher's role; (2) the college of education faculty's conceptions of the school's role and the teacher's role and the mesh of these with the school's conception; (3) the proper function of guidance, placement, and assignment in the teacher education program; (4) the image of the teaching profession; and (5) the larger professional context (educational community outside of the teacher education program). It would be helpful to planners of teacher education programs if school districts developed a mission statement that outlined their particular goals for education, specified the functions of teachers and administrators, set forth the district's expectations, defined the scope of the curriculum, and described the school's relationship to parents and the community. The diverse needs of the schools that would be revealed by such a mission statement would make it possible to put together teams of college faculty members who could train the different kinds of graduates who could meet the diversity of teacher requirements for the schools. Meshing the different persuasions of faculty teams with the types of teachers described in these mission statements could result in collaboration between school districts and faculty teams. Advising prospective teachers should at least be equal in importance to teaching, and advisors should be centrally involved in placement and assignment of students in internships. It would improve teaching's public image if school district mission statements described professional satisfaction, status, freedom promotion, career opportunity, income, and continuing growth that is involved with teaching. Sabbaticals for public school teachers should also be considered. A redesign of teacher education should also make a substantial contribution to the further professionalization of teaching and the reform of public education. Preservice students should be prepared to fill eight teacher roles: individual professional, teacher of students, member of a faculty, member of a staff hierarchy, liaison with parents and the public, colleague of other professional educators, member of a teacher organization, and member of the teaching profession. (JD)
Not available separately, see SP 019 761.
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A