The Teacher Year Alternative was a nine-month teacher preparation program conducted by the University of Colorado stressing the processes of self-knowledge and self-use, both developed through: (1) personal-psychological growth experiences, (2) interpersonal skills and sensitivity, (3) socio-cultural awareness, (4) classroom techniques, (5) role…

The Lolo experience involved 34 Teacher Year Alternative (TYA) students in a week-long field experience, during which they were paired with inservice teachers, observed their work, and then assumed full classroom duties while the teachers participated in a three-day workshop on humanistic approaches for classroom teaching. (MB)

"Blocking" is an alternative model for teacher education in which faculty take existing courses and field experiences, integrate the learning concepts, and through variable time structuring, mode flexibility, synthesis of theory and practice, and experiential instruction present a "block" of consecutive, team-taught courses. (MB)

PTEP engages both teacher and student in analyzing student needs and forming an educational program based on student choices, using (1) repeated feedback and counseling, (2) assignment of instructional tasks contingent upon student characteristics, and (3) self-observation and feedback on the student's teaching behavior. (MB)

Advantages of a full year program of teacher preparation over more traditional approaches include total immersion in a professional sequence, allowance for extended and varied field experiences, and greater flexibility in scheduling programs and activities. (MB)

Team teaching, flexible-modular scheduling, a variety of field experiences, and professional semesters are strategies implemented in the Colorado State University teacher preparation program within the last year. (MB)

The Childhood Education Program is a teacher education effort based upon long-term field experience, substantive areas of study (curriculum, methods, etc., taught over a long period of time) and a seminar that acts as psychological "home base" for socializing, problem discussion, suggestions, complaints, and recordkeeping. (MB)

The goal of teacher education should be the production of a skilled, humane, self-directed promoter of learning, who can continually adapt and innovate in a changing world. (MB)

Teacher education should concentrate on developing a whole, vital being, with an active body, an alert mind, and a healthy soul. (MB)

By allowing the university to deal with theory and involving the public schools more directly in the practical aspects of teacher education, a positive gap between what is taught and what is practiced would develop, fulfilling the need for teachers exposed to educational reality, but based in educational idealism. (MB)

Teacher education should produce teachers capable of facilitating the development of humane people, working for individual self-fulfillment, giving priority to the needs and purposes of the learner, and developing respect for and skills to participate in a democratic society. (MB)

A life-long teacher's kit should contain the following items: (1) a People Valuer, (2) a Self-Concept Conductor, (3) a Hook Straightener, (4) a Stereotype Stomper, (5) an Ignorance Eraser, (6) a Crap Detector, and (7) a Courage Booster. (MB)

Knowledge about "the street," i.e., all the things that affect the teacher and his or her students every day, is a missing ingredient in teacher education and should be included, because it is what enables students to survive as members in the classroom, and teachers to survive as leaders. (MB)

The single most critical problem in teacher education is the absence of any comprehensive fundamental model of pedagogy which is universally accepted as a point of extension for testing hypotheses, accumulating knowledge, and guiding practice. (MB)

The teachers of the future will be members of a team, with preparation beginning at the teacher aide level, then to part-time employment with teaching teams, then preservice education and inservice continuing education. (MB)