ERIC Number: ED383699
Record Type: Non-Journal
Publication Date: 1995-Feb-13
Reference Count: N/A
Building and Sustaining School-University Collaborative Learning Communities: Overcoming Potential Inhibiting Factors.
Myers, Charles B.
Efforts to bring pre-service and in-service teacher education together need to include changes in the ways educators think about student teaching, teachers, and schools. They need to move from the student teaching as bridge, teachers as artisan, and schools as facilities for production metaphors. Instead they need to change their thinking to see teaching as an ever changing inquiring, problem-solving endeavor, and to see schools as learning communities directly and concretely connected with the university as a learning community. Several factors can inhibit establishing such a vision. The first, inertia, can be overcome only by convincing individuals to participate in change for reasons with which they can personally identify. Organizational and structural obstacles to change require uncalculated work and personal effort often poured into simply making things work. Personal and attitudinal resistance to change among faculty is a serious obstacle which some faculty will not overcome. There must be a mechanism for these individuals to choose not to participate as well as a means for others to drop out in a face-saving way. Errors in perception and conception of the meaning of the change must also be anticipated. A final inhibitor is the time and energy required of large-scale substantial change and these demands must be anticipated and provided for. (JB)
Descriptors: Attitude Change, College School Cooperation, Educational Change, Elementary Secondary Education, Field Experience Programs, Higher Education, Inservice Teacher Education, Organizational Change, Partnerships in Education, Preservice Teacher Education, Resistance to Change, Teacher Attitudes, Teacher Educators
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A