ERIC Number: ED425412
Record Type: RIE
Publication Date: 1997-Jul
Reference Count: N/A
Professor-in-Residence: Redefining the Work of Teacher Educators.
Simpson, F. Morgan
Traditional teacher preparation programs are based on a theory-practice format, which means that the college student begins with the coursework (theory) and moves through various stages of practice to becoming a teacher. Efforts to introduce relevance in teacher preparation programs have included student teaching and internships, laboratory schools, microteaching opportunities, the use of video technology, case studies, and field-based experience. Sources of variability in the quality of these experiences are discussed. Hiring university faculty with significant K-12 teaching experience is one way to provide relevance in teacher education. A model of teacher preparation through exchange of faculty between universities and school systems is described. The "teacher-in-residence" program provides relevance for university students. Active teachers are hired as full-time university faculty members. For a period of 2 years they teach courses, supervise interns, and perform the functions of university faculty; then they return to the public schools. The "professor-in-residence" program provides the opportunity for university faculty to teach in schools. The author's experience as a professor in residence is described. Such exchanges benefit schools and teacher preparation programs by bringing a fresh perspective and a dose of reality to each. (EMK)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: China-U.S. Conference on Education. Collected Papers. (Beijing, People's Republic of China, July 9-13, 1997); see CG 028 968.