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ERIC Number: ED147272
Record Type: RIE
Publication Date: 1977
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Future-Centered Teacher Preparation: Putting Theory Into Practice.
Beckner, Weldon E.
In this document the implications of rapid social change and the need for educators to prepare teachers and administrators for future educational innovation are discussed. Suggestions for change in schools of higher education are made in the following areas: (1) Anticipating problems. Educational change will inevitably be faced with criticism, and it is important that problems be anticipated so far as it is possible and preventive or remedial actions planned in advance. Major problems are most likely to be of six types: resistant individuals and groups, resource allocation, role expectations, availability of instructional materials, and provision of field-based experiences. (2) Change Strategy. To be prepared for change, a strategy must be developed. Five points are made on this subject: (a) Identify basic assumptions and objectives, obtaining participation of all those who may be involved in developing and implementing the program. (b) Develop specific objectives to form the basis for program development. (c) Develop implementation procedures, including specific components of the system and group and individual functions. (d) Install the system, providing faculty time, encouragement, and incentive. (e) Provide for feedback regarding operation of the system, evaluate, and revise. (3) Organizational structure. The prime organizational ingredient is support from the highest administrative levels of the college and university and from the dean and/or department head. The change effort should be seen as central to the total teacher education effort. The suggestions in this article are made to help future-centered teacher education to apply sound management techniques to program improvement efforts. (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A