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ERIC Number: ED362485
Record Type: Non-Journal
Publication Date: 1990-Aug
Pages: 40
Abstractor: N/A
Reference Count: N/A
Reform and Partnerships in Preparing Educational Professionals. Final Report.
Pittsburgh Univ., PA. School of Education.
This project undertook a reorganization and curriculum revision plan at the University of Pittsburgh that included a commitment to provide teacher certification only at the graduate level. School of Education faculty met with faculty from the College of Arts and Sciences and master teachers from various school districts to identify prerequisite competencies for prospective teachers and to move toward restructuring certification programs in light of basic principles of learning and development as drawn from cognitive science. Specific outcomes of the project include: admission guidelines across elementary and secondary certification programs; a student handbook "Graduate Level Teacher Certification Options: Academic Requirements for Admission"; mathematics and chemistry courses specifically tailored for certification candidates; a graduate course in mentoring; a programmatic framework through which cognitive science principles are being integrated into the elementary and secondary certification programs; and establishment of a University Teacher Education Advisory Committee. Appendixes include a description of a proposed course ("Mentoring Beginning Teachers") and an end-of-project survey form. (Contains 35 annotated citations on mentoring.) (LL)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. School of Education.