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ERIC Number: ED159160
Record Type: RIE
Publication Date: 1978-Feb
Pages: 17
Abstractor: N/A
Reference Count: 0
Analysis of Core Questions in the Theory-Practice Gap.
Hawley, Steve; Branch, Jan
Problems arising from a state mandate that school-based and college- or university-based teacher education programs be cooperatively developed are examined. The following issues raised from the school district perspective are considered: (1) What mechanisms will be established to insure ongoing communication between college and field-based staff? (2) How does the role of teacher educator fit into a public school teacher's regular responsibilities? (3) How will school personnel be involved in planning, implementation, and evaluation of teacher preparation programs? (4) What criteria will be developed cooperatively to assess each field-based experience? (5) What kinds of experiences will be made available to prepare field-based personnel and/or college faculty? (6) What kind of reward system will insure the participation of field-based personnel? (7) How can increased responsibility for field-based experiences of preservice teachers fit into the school's need to insure pupil and professional accountability? (8) Should the public agree to the school's participation in teacher preparation? Seven problems are raised from the perspective of the university or college: (1) Will increased field experiences improve the quality of teacher preparation programs? (2) If schools of education maintain present organizational structures compatible with the arts and sciences, can teacher educators establish more than peripheral relationships with the field? (3) If teacher educators become more field-based, are they committing professional suicide within the university? (4) If professional schools of education are closely aligned with the field, will subject area methods faculty press to join departments in the arts and sciences? (5) Should teacher educators turn supervision of field-based experiences over to classroom teachers? (6) Is the liberal arts model dysfunctional for schools of education? (7) Does the background and training of teacher educators allow them to consider other ways of organizing schools of education? (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (58th, Las Vegas, Nevada, January 31- February 3, 1978)