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ERIC Number: ED040158
Record Type: RIE
Publication Date: 1970-Mar
Pages: 17
Abstractor: N/A
Reference Count: 0
Implications of Ethnographic Approaches for Teacher Training Programs.
Warren, Richard L.
Application of certain anthropological research methods to teacher education, particularly the field experience component, could have a beneficial effect on a future teacher's perception of his role. Present field experience programs can be divided into two types: "apprentice" or student teaching, in which the teacher trainee progresses from observing to a teaching role in one class with one supervisor; "Professional" or internship, in which the teacher trainee is seen as a bona fide teacher by the students , but still remains somewhat under the supervision of the training institution. A third type, the anthropological "participant-observer model," is proposed as a substitute for the first two. As a participant-observer, the teacher trainee would work independently as a bona fide teacher within one classroom and would also observe other teachers in different schools and have discussions with them. The anthropological tradition of an intensive study of one small group could also have its equivalent in teacher education. One or two years of required elementary school teaching would help a teacher to perceive the organizational, social, and cultural factors which interact within a school setting. (RT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Note: Revision of paper presented at annual meeting, AERA, Minneapolis, 1970