ERIC Number: ED344848
Record Type: RIE
Publication Date: 1989-Jun
Reference Count: N/A
Teacher Empowerment: An Unanticipated Benefit from a Clinical Schools Approach to Teacher Education.
Epperly, Edgar W.; Preus, Nicholas
In this paper, Luther College and the Decorah (Iowa) Public Schools suggest that a clinical model for field experience offers a better approach to the problem of teacher empowerment. The model, which shifts instructional methods and student teaching to a public school that consciously identifies itself as a teacher training institution, enhances both the inservice and preservice teacher's sense of empowerment in two ways. First, it directly empowers exceptional secondary or elementary teachers by paying them to translate their experience with and knowledge of classroom teaching into curriculum content for the undergraduate teacher candidate. Second, it provides novice teachers with role models from the ranks of secondary and elementary teachers. Luther College's clinical semester, designed to increase the relevance of methods and clinical experience, results in enhancement of the participating teachers' self-esteem while presenting novices with a role model of an active professional teacher. The paper describes the successful secondary program, initiated in 1987, and discusses the proposed elementary program. It examines teacher empowerment issues resulting from the program, suggesting that the clinical aspect effectively enhances both the undergraduates' and clinical teachers' sense of empowerment. (SM)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Empowerment; Luther College IA
Note: In: Proceedings of the National Forum of the Association of Independent Liberal Arts Colleges for Teacher Education (3rd, Indianapolis, IN, June 2-4, 1989); see SP 033 706.