ERIC Number: ED242711
Record Type: RIE
Publication Date: 1984-Jan
Reference Count: 0
Deciding to Become a Teacher: A Shared Responsibility.
Dueck, K.; Haslett, K.
The University of Calgary (Alberta, Canada) has two half-courses which can be categorized as early exploratory field experiences and which have existed over 5 years. One half-course is mainly theoretical in its focus and consists primarily of an analysis and description of education in contemporary society. In contrast, the other half-course presents the practical realities of teaching to those students who are seriously interested in exploring the teaching profession. It provides for a gradual, carefully planned exposure to the educational environment through observation and participatory experiences. Students complete the course before they enter the Faculty of Education. The major course objective is to provide students with on-campus activities, in-school and other experiences necessary for broadening their understanding of teaching and their own suitability in relation to "wanting to teach" and "being able to teach." The course structure reflects the course objective in numerous ways. First, the students are enrolled in small classes to allow for individual attention. Second, large blocks of time are scheduled for in-depth visits to schools and intensive on-campus discussion and debriefing sessions. Third, the planned activities throughout the course involve students in a variety of experiences. Results of a survey of students' (n=220) reactions, which provide an indication of course aspects considered most significant and meaningful, are presented. (JMK)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: University of Calgary (Canada)
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (64th, New Orleans, LA, January 28-February 1, 1984).