ERIC Number: ED224598
Record Type: RIE
Publication Date: 1982
Reference Count: 0
The Education of Preprimary Teachers.
Katz, Lilian G.
Current knowledge and practices in the field of preprimary teacher education are discussed with respect to unique characteristics of the field, general issues in teacher education and preprimary education, and recent developments in inservice education. Unique characteristics of the field of preprimary teacher education include role ambiguity, variations in program goals, and low wages. General issues in the areas of teacher education and preprimary education include (1) the elusiveness of criteria for good teaching, (2) the impact of training on teacher performance, (3) the "feed-forward" problem stemming from the provision of content and methods to students who have not yet had experience in settings where the training is relevant), and (4) problems of teacher training program content. Recent developments in inservice education are discussed in terms of two types of inservice education: the "advisory approach" and its variant, the Enabler Model; and the Child Development Associate project. (RH)
Descriptors: Competency Based Teacher Education, Course Content, Criteria, Early Childhood Education, Higher Education, Inservice Teacher Education, Outcomes of Education, Postsecondary Education, Preschool Education, Preschool Teachers, Preservice Teacher Education, Relevance (Education), Teacher Education, Teacher Effectiveness, Training Objectives, Wages
Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (Contact publisher for price).
Publication Type: ERIC Publications; Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Identifiers: Advisory Approach; CDA; Child Development Associate; Enabler Model; Role Ambiguity
Note: To be published as a chapter in "Current Topics in Early Childhood Education," Volume V, tentative publishing date 1983, Lilian G. Katz, Editor.