ERIC Number: ED334179
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Sources of Influence on "Learning To Teach."
Nagel, Nancy; Driscoll, Amy
This study describes the field experience of teaching interns (n=6) who were enrolled in the Cooperative Professional Education Program (CPEP), an alternative education program at Portland State University (Oregon), and addresses the most significant influences in the learning process. The methods employed were observation of field experiences and follow-up interviews conducted over a 5-month period. The interviews were structured with open-ended questions, seeking the sources of influence on observed teaching behaviors. Major components of the CPEP were: a 9-month field experience; an individualized learning plan; weekly seminars; and a support team consisting of the cooperating teacher, university supervisor, building administrator, and university advisor. The information gained from this study indicated that immediately applying content to practice, observing various teaching models, learning about instructional models, and trying out these models in classrooms assisted interns in analyzing and synthesizing multiple models of instruction. This process enabled interns to move beyond imitating single models of instruction and towards creating personal models of teaching. (LL)
Descriptors: Curriculum Development, Elementary Secondary Education, Higher Education, Influences, Internship Programs, Nontraditional Education, Preservice Teacher Education, Seminars, Student Teachers, Teacher Education Curriculum, Teacher Education Programs, Teaching Models, Theory Practice Relationship
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Cooperative Professional Education Program; Individualized Learning Plans; Portland State University OR
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). Two tables have extremely small/filled print.