ERIC Number: ED062490
Record Type: RIE
Publication Date: 1972-Apr
Reference Count: 0
An Alternative Teacher Training Model for Urban America--the Teacher as a Social Systems Agent.
Linton, Thomas E.
This paper, after discussing the inadequacies of present-day teacher education, proposes an alternative model which places first priority on the actual training of teachers, as well as administrators, for the public schools. The model emphasizes the realities of life in urban and nonurban America in the seventies, making the following assumptions: (1) Teacher training as such is the most important task that educators can effectively engage in; (2) Value questions are of major and primary importance in the total educational process; (3) The behavioral sciences, and physical and natural science, and educational "science" have provided sufficient basis for a grossly more effective and self motivating learning environment than is presently offered in schools of education or public schools; (4) The teacher's function is to educate or lead out and develop human potential; (5) All teachers going through the "system" or school of education should be cognizant of the excellent, the mediocre, and the savage societal conditions which are routinely present in the urban student's environment; (6) The teachers development should be a total process, consisting of cognitive, affective, and physical development, area of specialization, maximizing the learning environment, and social systems catalyst; and, (7) The total training process would involve extensive exposure to a wide range of community experiences, combining theoretical and applied work. (Author/JM)
Descriptors: Change Agents, Community Education, Community Involvement, Educational Change, Educational Objectives, Educational Philosophy, Educational Researchers, School Community Relationship, Schools of Education, Social Change, Student Teacher Relationship, Teacher Education, Teacher Education Curriculum, Urban Education
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: paper presented at the American Educational Research Association Conference, Chicago, Ill., April 1972