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ERIC Number: ED042692
Record Type: RIE
Publication Date: 1970
Pages: 9
Abstractor: N/A
Reference Count: 0
Identifying New and Emerging Patterns of School-University Partnerships in Teacher Education--and Their Implications for Research.
Collins, James F.
While some real differences of opinion exist regarding the governance of teacher education, many new organizational patterns including new and more sophisticated patterns of school-university partnerships are appearing on the professional scene. There is a strong and rapid insurgence of student teaching centers with such organizational features as full-time center coordinators and joint councils with policy-making responsibilities composed of representatives from the state department of education, all participating institutions of higher education, and the school system. Another pattern is the metro council for student teaching for pooling of ideas, personnel, materials resources, and efforts, often with all cooperation institutions assuming equal accountability for all or any phase of the program, which extends from preservice through the advanced stages of inservice teacher education. The presence of federal dollars, a major thrust toward such partnership, is designed to make teacher education more relevant and more professional. Among several implications for research is the need to examine very closely the impact of a wider sharing of decision-making responsibilities on the 1) quality of learning in the public schools, 2) quality of personnel coming into the profession, 3) quality of education in the teacher education programs and 4) strength and direction of the profession (professionalization). (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Syracuse Univ., NY. School of Education.
Note: Paper presented at the American Educational Research Association annual meeting March, 1970