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ERIC Number: EJ991075
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1356-2517
Is There Room for Multidimensional Learning in a Standardized Curriculum? Professors' and Instructors' Perceptions of Curriculum in a Teacher Preparation Department in the USA
Lucey, Thomas A.; Lorsbach, Anthony W.
Teaching in Higher Education, v17 n5 p551-563 2012
This article presents the results of a study that interpreted views of curriculum and practice of teacher education faculty at a public institution of higher learning in the USA. It offers information about the ongoing challenges of affecting a balanced approach to teacher education at colleges and universities in a standardized learning setting. Participants' responses indicated professors perceive curriculum and standardization differently than instructors. Professors are more likely to describe the curriculum they teach ideologically whereas instructors described course content or paraphrased course titles. Further, professors were more likely to question whether they were meeting the needs of students and the impact of the standardization of curriculum. These findings raise many questions about the intellectual integrity of teacher preparation programs that are increasingly standardized and increasingly reliant on instructors rather than tenured faculty to teach program courses.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States