ERIC Number: ED137256
Record Type: RIE
Publication Date: 1977-Jan
Reference Count: 0
Teacher-Designed Reform in Inservice Education. Final Report.
Edelfelt, Roy A.; And Others
This is the final report of the project on Teacher-Designed Reform in Teacher Education. The focus of the project was primarily on inservice education to improve instruction. The rationale was that teachers should determine the content and design of inservice education at the school building level on the basis of the kind of staff they want and need to become, that goals for the development of the staff should be determined by the kind of staff needed to conduct the school program, and that the school programs should be decided by the needs and interests of students and parents. The project as initiated in three schools--an elementary school, a junior high school, and a senior high school--is described and analyzed. Some results indicate: (1) Teachers focused more on students; (2) Teacher-administrator working relationships were challenged; (3) New roles for professional associations were explored; (4) New ways of studying children and new avenues of communication between students and teachers were created; (5) The importance of the site for the project was determined; (6) Some latent and subliminal hostility, conflict, and jealousy among professional personnel was uncovered; (7) Allotment of time given to duties other than teaching became a serious consideration; (8) New methods of changing school policy were discovered; (9) An overview of the project itself revealed the need for some changes in approach and implementation. (JD)
Descriptors: Administrative Organization, Cooperating Teachers, Developmental Programs, Educational Change, Educational Objectives, Elementary Secondary Education, Family Involvement, Inservice Education, Needs Assessment, Teacher Administrator Relationship, Teacher Associations, Teacher Education, Teacher Role
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: National Foundation for the Improvement of Education, Washington, DC.