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ERIC Number: ED264240
Record Type: RIE
Publication Date: 1985-Nov-6
Pages: 16
Abstractor: N/A
The College of Education and the Teacher Center.
Habel, John
Teacher centers began as small-scale, particularistic, dynamic, and tentative organizational forms. Each center developed its own personality, and no single institutional norm became the mold from which centers were cast. This fact has important implications for the kinds of collaborative arrangements into which teacher centers and teacher educators have entered. The center and the teachers it serves gain when teacher educators share their expertise in ways that encourage teachers to integrate theory into their work, when traditional barriers of status and formal scheduling are modified so that professors and teachers can cooperatively understand and address daily classroom problems, and when university faculty recognize and respect teachers' initiative toward professional development. Through the agency of collaboration, teacher centers and teacher education institutions have had some success at overcoming the historical impediments to integrating university expertise with the on-site needs of teachers. It appears that increasingly large numbers of professors and practictioners have come to appreciate the value of multiple perspectives and democratic intentions in an enterprise as complex as teacher education. A four-page reference list concludes the paper. (JD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
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 Mid-South Educational Research Association (Biloxi, MS, November 6, 1985).