Teachers for Rural Alaska (TRA) Program. Part A: Project Portrayal. Part B: Program Assessment Report. Part C: Practice Profile. Final Report.

Autor/inn/en	Kleinfeld, Judith; Noordhoff, Karen
Institution	Alaska Univ., Fairbanks. Center for Cross-Cultural Studies.
Titel	Teachers for Rural Alaska (TRA) Program. Part A: Project Portrayal. Part B: Program Assessment Report. Part C: Practice Profile. Final Report.
Quelle	(1988), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cross Cultural Training; Cultural Awareness; Higher Education; Preservice Teacher Education; Program Content; Rural Schools; Secondary School Teachers; Small Schools; Teacher Education Programs; Teaching Skills; Alaska + Suchen Sie Ihr Suchwort? Interkulturelle Orientierung; Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Programmgestaltung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Teachers for Rural Alaska is a fifth year program leading to secondary teacher certification and focusing on preparation for teaching in small village high schools with predominantly Native populations. Emphasizing a reflective inquiry orientation, the program aims to develop teachers who (1) can identify crucial problems and dilemmas in rural, cross-cultural teaching situations; (2) have a wide repertoire of teaching strategies; (3) use the research base to develop strategies; (4) can tailor instruction to culturally different students; and (5) habitually reflect upon and learn from their own practices. The program features use of master teachers to provide a classroom-based perspective, reflective seminars linked to an apprenticeship, coursework focused on concrete teaching problems, use of lengthy "teaching cases" to develop reflective inquiry skills, assessment of prospective teachers through videotaped teaching samples, and distance-delivered coursework during student teaching in rural villages. The 27 teacher education students participating in the program's first and second years showed dramatic changes in their development as teachers, reflecting program goals. The three-part report contains 10 references, 6 tables of program evaluation results, the coding system for analysis of teaching videotapes, and a checklist for monitoring 14 program components. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC