ERIC Number: ED223591
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Changing Teacher Education: Addressing the Political Difficulties.
Bryson, John M.; Fladmoe-Lindquist, Karin
A study was conducted to find out how teacher educators would resolve difficulties arising from the introduction of new goals for teacher education programs. Judgments of 6 panels of 12 teacher educators were recorded and pooled during a simulated planning exercise. Participants were asked to design a process to achieve a specific goal within a given context and budget. Tactics and generic learning phases were listed on a game sheet. Three contexts were given for the teacher preparation program: within a large public university, small public university, and small private college. Each context had a set of "politically easy" or "politically difficult" situations, making a total of six contexts. Limitations of the research design included: (1) The design did not allow for the disentanglement of goal difficulty effects from technical difficulty effects on choices made in response to different levels of political difficulty; (2) The research design allowed for no controls; and (3) Budgets were so generous in the simulations that participants may not have been "forced" to make choices. Panel responses tended to be more similar than different, and teacher educators appeared to change strategies and tactics according to the situation. Although the results must be viewed as hypotheses to be tested, they represent a source of advice on teacher educator situational planning. (FG)
Descriptors: Change Strategies, College Planning, Curriculum Development, Decision Making, Educational Objectives, Higher Education, Needs Assessment, Resource Allocation, Schools of Education, Simulation, Teacher Education, Teacher Education Curriculum, Teacher Education Programs, Teacher Educators
Not available separately; see SP 021 364.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A