ERIC Number: ED199188
Record Type: RIE
Publication Date: 1976-Nov
About the Education of Teachers--A Letter to Virginia.
Yarger, Sam J.; Mertens, Sally K.
Teachers progress through stages of professional development chronologically and sequentially. To provide continuous professional development, these stages should be identified and programs effective for each stage offered. The pre-education student needs introductory and experiential programing. This presents an opportunity for assessing the merits or drawbacks of choosing a career as a teacher. A program for the education student is weighted toward foundations of education, methodology, theory, and clinical experience. The beginning teacher requires an intensive clinical program focusing on acquiring new skills and on filling the gaps that may occur between the theory of the university and the practice of the classroom. Programing for a developing teacher may be related to upward change in a career, as well as obtaining further credentials and continuing to acquire new skills. Inservice programs for experienced teachers continue the development of teaching skills, may be related to preparation for a new position, are assumed to be internally motivated, and can also be developed for returning teachers. Four issues must be considered when developing these sequential programs: the authority under which the program operates; the credibility of the program for a particular stage of development; the funding of the program; and the governance of the program. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Conference on Quality Inservice Education, sponsored by the National Council of States on Inservice Education (New Orleans, LA, November, 1976).