Reforming Preservice Preparation Programs for Secondary and Postsecondary Instructors.

Autor/inn/en	Finch, Curtis; Kelly, Patricia; Heath-Camp, Betty; Harris, Jerilyn; Zimmerlin, Daniel; Aragon, Steven
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	Reforming Preservice Preparation Programs for Secondary and Postsecondary Instructors.
Quelle	(1999), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Programs; Education Work Relationship; Educational Practices; High Schools; Higher Education; Models; Preservice Teacher Education; Program Effectiveness; Program Improvement; Teacher Education Programs + Suchen Sie Ihr Suchwort? Studienprogramm; Bildungspraxis; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung
Abstract	The 1990 Perkins Amendments and the 1994 School-to-Work Opportunities Act encouraged high schools and community colleges to combine academic with vocational curriculum in a program that includes work-related applications and creates clearer pathways from secondary to postsecondary education. To ensure the readiness of educators, institutions that prepare teachers must reshape their programs. Three programs were redesigned in response to this need. Two programs are those that prepare high school teachers at the University of California, Berkeley, and at Virginia Polytechnic Institute and State University. The third program is a teacher education program for community college instructors at the University of Illinois at Urbana-Champaign. The three initiatives seem to align with contemporary views of organizational renewal--collaborative reflection, culture of inquiry, and individual and organizational renewal. Based on study of these three programs, the following recommendations were made: (1) expect and plan for a large, complex reform process; (2) organize for change in the long term; (3) involve stakeholders as collaborating, contributing partners; (4) establish stakeholder ownership in the reform; (5) provide stakeholders with opportunities to engage in inquiry; and (6) employ team building processes throughout the reform process. (Contains 24 references.) (KC)
Anmerkungen	National Dissemination Center for Career and Technical Education, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. MDS-13201).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC