ERIC Number: ED181835
Record Type: Non-Journal
Publication Date: 1978-Jun
Reference Count: N/A
Studies in Course Design. Volume 1. Case Study I: One Year Postgraduate Course in Teaching for Biology Graduates. Case Study II: A Course for Teachers in General Medical Practice.
Dallas, Dorothy; And Others
A collection of working papers from the course design process of two education courses is presented with attention focused on the category systems employed to set out course objectives and methods. The two studies illustrate the use of a grid to establish the relationships between various course objectives. The first collection of papers is based on a one-year postgraduate course offered at King's College in London for biologists intending to teach secondary school. Included in the documents are: a proposed overall pattern of the graduate training year; a suggested analysis for training and educating graduate biologists to enter the teaching profession; a discussion of the philosophy of the curriculum, role of the teacher, course content, classroom techniques, integration of content and techniques, organization and administration, and student performance. Appended are papers entitled: Assessment of Student Teachers, Assessment of Final Teaching Practice, Why Do I Wish to Teach?, and Biology Method. The second case study illustrates the planning and design of a course for teachers of general medical practice. An analysis of the course objectives, activities, and assessment is provided. It is suggested that these two studies will provide valuable information for those interested in the course design process. (SF)
Descriptors: Biology, Case Studies, Course Content, Course Objectives, Course Organization, Curriculum Design, Education Courses, Educational Planning, Foreign Countries, Graduate Study, Higher Education, Medical Education, Preservice Teacher Education, Science Instruction, Science Teachers, Student Teachers, Teacher Education, Teaching Methods
The Secretary, UTMU, 55 Gordon Square, London WC1H 0NT, England
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: London Univ. (England).