ERIC Number: ED230493
Record Type: RIE
Publication Date: 1981
Reference Count: 0
A Study of the Entry Mechanisms of University-Based Teacher Educators. Report No. 9011.
Isham, Mark M.; And Others
Twenty-six tenured faculty members of schools of education were interviewed in an effort to ascertain their perceptions of the circumstances that led to their becoming teacher educators. A clear and direct continuity of development from classroom teacher to university-based teacher educator was noted. Interviewees identified advantages of a career as a teacher educator and described circumstances surrounding their decisions to enter teacher education and to leave the classroom. Majority responses involved: (1) retention of psychic rewards of classroom teaching while gaining greater material and intellectual rewards; (2) more influence and impact on the nature and quality of the profession; (3) frustration with the static nature of teaching at the elementary and secondary levels; (4) greater amount of personal freedom; (5) intellectual challenge and stimulation of university life; (6) opportunity to combine interests in various disciplines with interests in teaching; and (7) relatively easy entrance to university-based teacher education. (JD)
Descriptors: Career Choice, Career Development, Career Ladders, Higher Education, Need Gratification, Occupational Aspiration, Professional Development, Professional Recognition, Teacher Attitudes, Teacher Characteristics, Teacher Education, Teacher Educators, Teacher Recruitment, Teaching (Occupation)
Research & Development Center for Teacher Education, 3.203 Education Annex, The University of Texas, Austin, TX 78712 ($1.50).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.