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ERIC Number: ED318723
Record Type: RIE
Publication Date: 1990-Feb
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Teaching across the Higher Education Curricula: A Response to the Criticism of Teacher Preparation Programs.
Whooley, John E.
Most criticism of teacher preparation programs has been leveled at schools, departments, and colleges of education. However, a case study at one university indicates that faculty in the School of Arts and Sciences deliver 61 percent of the credits in a typical elementary education program, and 74 percent in the secondary program. Because most of these faculty members have been prepared as researchers, logic suggests that they would be good models for researchers, not teachers. Issues of identity, preparedness, and modeling have been explored to some extent; they warrant an institutional response to criticisms of teacher preparation programs. An example of the type of institutional response called for is a program developed by the University of Wisconsin-Eau Claire. This program serves faculty from 34 academic disciplines and service areas and addresses the problems of preparedness and modeling. The program has been evaluated highly by participants. (AMH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
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 Association of Teacher Educators (70th, Las Vegas, NV, February 5-8, 1990).