ERIC Number: ED152718
Record Type: RIE
Publication Date: 1978-Mar
Reference Count: 0
In-Service Education: Theory, Practice and Policy.
Krathwohl, David R.
The author looks at the role of the arts and sciences in inservice education, touches on delivery systems, considers the problem of how to motivate teachers to engage in inservice education, and investigates three approaches to guiding inservice programs. Two roles for arts and sciences are described: first, that of enriching teacher lives so that they may enrich others, and second, that of providing a broad background against which teachers may view their own specialties. It is argued that nontraditional means of delivering inservice education must be utilized, since many teachers would be hesitant to enroll in campus-based programs in which their progress would be rated against that of subject specialists. Motivation techniques for involving teachers in inservice courses include combining inservice with preservice education, assessment-diagnosis centers (with physical examinations, mental/emotional tests, and interviews), and integrative frameworks in which the teacher helps to determine personal development levels and needs. Three programs of inservice education are examined: (1) a counselor entry approach, describing methods for easing counselors into fully responsible counseling positions; (2) a modified counselor entry program applicable to teachers; and (3) a three-stage model of teacher growth proceeding from presentation-centered to interaction-centered, to pupil-centered activities. (MJB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting, American Educational Research Association (Toronto, Canada, March 27-31, 1978)