ERIC Number: ED126077
Record Type: RIE
Publication Date: 1975-Dec
Reference Count: 0
Individualized Instruction: A New Force in Teacher Education.
In a variety of ways many universities and colleges are experimenting with new approaches to improve teacher education, most designed to further the individualization of instruction. Attention has been called to the following new developments: (1) forms of self-directed inquiry; (2) individualized skill and affective development; (3) self-analysis through videotape and interaction analysis; and (4) other attempts to facilitate the transition from the role of the student to that of self- and other-actualizing teacher. A number of research centers and individuals are developing models of teacher education which incorporate the elements described above and which place a new emphasis on the personalization and individualization of education. Research by these centers indicates that individualized instruction creates more effective teachers and more effective students. Influenced by such reports, many teacher education programs are providing more opportunities for the pursuit of individual goals and interests in learning situations and are making increasingly greater use of various individualized instruction methods including: independent and tutorial study; laboratory experiences; audio or videotape tutorials; programmed instruction; adjunct programming; personalized systems of instruction; contract teaching; simulation games; minicourse units; and student teaching and internships. Use of all these methods in teacher education seems likely to grow. The emphasis today is shifting towards teaching students how to learn for themselves so that upon graduation they will be prepared for lifelong self-education. (MM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.