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ERIC Number: ED100907
Record Type: Non-Journal
Publication Date: 1974
Pages: 60
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Salem Teacher Education Model: STEM; A Modular Follow-Through Approach within a Field-Laboratory Model.
Spears, John; McAllister, Gary
The Salem Teacher Education Model (STEM) is a cooperative endeavor by Salem College, West Virginia, in partnership with the Harrison County Teacher Education Center and four West Virginia Public School Systems to design the best possible educational opportunities for pre-student teachers, student teachers, and teachers in West Virginia. STEM was designed to contribute toward a solution of the recruitment-retention problem, to utilize and maximize the talents of the students, and to build a more comprehensive teacher education program. The curriculum design is a totally modular, professional, laboratory- and field-oriented model encompassing a complete preservice screening device, cocurricular minimodular experiences, and an accountability instrument for evaluation purposes. The objectives of the program can be placed in four goal categories: (a) providing diagnostic, laboratory, field, and clinical experiences for the pre-student teacher with emphasis on the practical aspects of teaching; (b) providing preservice experiences for the student teacher with emphasis on experimental and innovative programs; (c) encouraging personal enrichment through a series of intermittent miniclinical experiences; (d) following through in a program that consists of a component to help new teachers face and solve beginning teacher problems; and (e) providing a school services program for cooperating school systems emphasizing skill development for public school teachers. (Author/HMD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Salem Coll., WV.