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ERIC Number: ED348332
Record Type: Non-Journal
Publication Date: 1988-Sep
Pages: 116
Abstractor: N/A
Reference Count: N/A
Using a Problem Solving Model To Revise the Teacher Education Program.
Vanderbilt Univ., Nashville, TN. Peabody Coll.
The Department of Teaching and Learning of Peabody College of Vanderbilt University developed a project to strengthen field experiences for elementary/early childhood teacher education students. The project was designed to use current research to revise the laboratory and practica programs, incorporating technology and simulated classroom experiences. The ultimate goal was to develop teachers who would be problem solvers--able to assess each unique classroom situation and select from alternatives the strategy that would be the "best fit." The study addressed the problems that preservice teachers have in practicum situations and in student teaching. It also focused on the impact of the learning experiences of the project on the problem areas of the elementary/early childhood preservice teachers. The instructional processes used in the practica and student teaching programs were examined to determine which processes improved the problem solving and reflective processes of the preservice teachers. The study also explored how well the objectives and practica experiences reflect research and the effectiveness of using technology in the preparation of teachers. Under consideration also was the effectiveness of an advisory committee and field support team in redesigning a teacher education program. A program assessment report and a practice profile are included in this document. (Study sections are presented as "Project Portrayal,""Program Assessment Report," and "Practice Profile.") (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Vanderbilt Univ., Nashville, TN. Peabody Coll.