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ERIC Number: ED246021
Record Type: RIE
Publication Date: 1984-Mar
Pages: 185
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-89333-031-0
ISSN: N/A
Using Research to Improve Teacher Education: The Nebraska Consortium. Teacher Education Monograph No. 1.
Egbert, Robert L., Ed.; Kluender, Mary M., Ed.
Although the research base on teaching, learning, and effective schools has expanded, the results of that research have been implemented only to a limited degree, either in the classroom or in the training of teachers. One of the accusations that have frequently been made against teacher education is that it does not use a theoretical, research-based body of knowledge in its training programs, thus perpetuating the practice of teaching as a craft rather than as a profession. In June 1983, the 15 Nebraska institutions of higher education with teacher education programs formed the Nebraska Consortium for the Improvement of Teacher Education, with the goal of improving teacher education by facilitating the introduction of research findings into their programs. As a first major activity, the Consortium decided to hold a workshop on the utilization of research on teaching and learning in teacher education programs. The University of Nebraska-Lincoln agreed to organize and manage the workshop; each of the 15 institutions agreed to establish a team which would attend the workshop and develop a plan of action based on the workshop sessions. This monograph's 11 papers are drawn from that workshop, held in Lincoln, Nebraska in November 1983. (JMK)
ERIC Clearinghouse on Teacher Education, One Dupont Circle, Suite 610, Washington, DC 20036 ($6.50).
Publication Type: Reports - Descriptive; ERIC Publications
Education Level: N/A
Audience: Practitioners; Researchers; Teachers
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.; Nebraska Univ., Lincoln. Teachers Coll.
Authoring Institution: ERIC Clearinghouse on Teacher Education, Washington, DC.; American Association of Colleges for Teacher Education, Washington, DC.
Identifiers: Research Practice Relationship
Note: For individual papers, see SP 024 889-899.