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ERIC Number: ED211454
Record Type: RIE
Publication Date: 1981-Jun
Pages: 22
Abstractor: N/A
Creating Conditions for Professional Practice in Non-School Settings.
Burch, Barbara G.
Colleges and departments of education need to expand their programs to meet the needs of students who will work in human services areas or in other nonschool settings. These students will become Educational Services Professionals (ESPs) and will focus on the educational aspects of human services and human resources development in such functions as teaching, training, counseling, developing programs or materials. The basic competencies needed by ESPs are very similar to those needed by teachers in school settings. Core requirements of existing teacher education programs in teacher education can be broadened to suit the needs of educators in both school and nonschool settings. A delineation of the types of students who may enter such programs indicates that schools and departments of education should offer these programs. The variety of job markets for ESPs, such as the social service and health care settings, also indicates the need for such programs. Similarities and differences among programs for prospective school teachers and ESPs can be found in needs assessments, availability of resources, and client group relationships. The nature and design of an education program for ESPs should cover important competency areas: (1) human relations; (2) relationships among the cultures of education, systems, and community; (3) human growth and development; (4) planning and delivering educational programs; (5) instructional strategies and resources; (6) needs assessment and evaluation; and (7) organizing and managing educational programs. Faculty who participate in the delivery of a program for ESPs must be willing to prepare themselves for new types of teaching roles and assignments in areas in which they themselves have much to learn. (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A