ERIC Number: ED091381
Record Type: Non-Journal
Publication Date: 1974-Mar
Reference Count: N/A
Teacher Credentialling Reform in New York State: A Critique and a Suggestion for New Directions.
Rebell, Michael A.
This document begins with a brief historical survey of the practice of teacher certification in the United States. PBTE (Performance-Based Teacher Education) as a device in teacher certification, particularly in New York, is also considered as well as inservice evaluation as practiced in New York State. The conclusions that emerge from these discussions are as follows: (a) the present requirements for teacher education and credentialling are intolerable; (b) PBTE is an untested and problematic reform approach which ignores both the need to reorient teacher preparation toward local requirements and the vital inservice evaluation component of the process; and (c) unless a new direction is taken, eligible teachers will continue to be trained in an irrelevant mode, many bad teachers will continue to be hired, and many good teachers will be deterred or dismissed. It is recommended for the present that local school boards be granted the authority to hire any college graduate with relevant subject matter preparation and be required to seriously and systematically assess his performance once he is on the job. (JA)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Study Commission on Undergraduate Education and the Education of Teachers, Lincoln, NE.
Identifiers - Location: New York