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ERIC Number: ED312263
Record Type: Non-Journal
Publication Date: 1988-Nov
Pages: 8
Abstractor: N/A
Reference Count: N/A
An Integrated Approach to the Training of Early Primary Teachers. A Summary of the Report on the Follow-Up Evaluation of the Early Primary Project.
Brickett, G.; Connock, M.
The Early Primary Project, initiated in Queen's University, Ontario, Canada in 1985, differed from the regular teacher education program in five ways: (1) all practice teaching in the first half of the year was assigned at the early primary level and was supervised by project faculty; (2) the first practice teaching was an extended round of 7 weeks duration in a single classroom instead of two rounds of 2 weeks each; (3) the associate teachers who worked with project students were selected for their knowledge and implementation of government guidelines that mandated the experiential approach to the teaching of young children; (4) all of the students took their language arts course with a project faculty member; and (5) designated times were established for discussion of project concerns, for social occasions, and for enrichment activities involving special speakers and seminars. This report summarizes the results of a followup study in which 15 graduates of the project, now teaching, were observed and interviewed to determine the effectiveness of the project in training teachers and to ascertain whether the teachers maintained the impact of the project experience in their classroom. (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada