"Steady Work": The Ongoing Redesign of the Stanford Teacher Education Program

Autor/in	Darling-Hammond, Linda
Titel	"Steady Work": The Ongoing Redesign of the Stanford Teacher Education Program
Quelle	In: Educational Perspectives, 36 (2004) 1-2, S.8-19 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1849
Schlagwörter	Teacher Education Programs; Articulation (Education); Educational Change; Program Descriptions; Program Development; Program Evaluation; Change Strategies; Program Design; Educational Practices; Educational Innovation; Educational Improvement; Educational Policy; Educational Planning; Educational Objectives; California; Sequential Tests of Educational Progress + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Bildungsreform; Programmplanung; Programme evaluation; Programmevaluation; Lösungsstrategie; Programme design; Programmaufbau; Bildungspraxis; Instructional innovation; Bildungsinnovation; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Bildungsplanung; Educational objective; Bildungsziel; Erziehungsziel; Kalifornien
Abstract	For many years, teacher education has been the subject of persistent concerns, many of which were reflected in a 1997 evaluation of the Stanford Teacher Education Program (STEP). The evaluation noted the lack of a common view of the purpose of STEP, resulting in "contradictory practices and mixed messages"; fragmented coursework; faculty turnover; lack of collaborative planning; inadequate attention to classroom management and other pragmatic concerns; lack of attention to reading instruction and the use of technology; disconnects between the vision of STEP and the pedagogy embodied in courses and placements; and the proverbial lack of connection between theory and practice. Teacher educators have struggled for years to place student teachers in classrooms that reflect state-of-the-art practice and are in synch with program coursework and with research on effective teaching. The articulation and sustenance of a common vision, and the development of a shared understanding of the goals of student teaching, are similarly long-standing challenges. The creation of a curriculum that is systematic and synergistic across courses and across the university and school components of preparation has been difficult in most institutions. Finally, teacher education programs remain the stepchildren of most universities, underfunded and under-resourced by many and treated with intellectual disdain by most. Dissatisfaction with these conditions provoked a redesign of Stanford's Teacher Education Program in 1998, with the hiring of new faculty on the heels of the above-noted evaluation. The redesign efforts aimed to address not only the problems that had been identified, but also the many new demands facing teacher education programs in California and nationally. These include changing demographics and growing diversity, which require greater attention to social equity and inclusion, as well as the evolving knowledge economy, which simultaneously demands higher levels of learning for all citizens. In this paper, the author describes how the redesigned STEP program has pursued these goals, what strategies have been used to implement specific changes in the program, what evaluations of the reforms have discovered about its effects and the broader outcomes of the program, and the additional efforts underway to fulfill the STEP vision. (Contains 1 figure and 2 footnotes.) (ERIC).
Anmerkungen	College of Education, University of Hawaii at Manoa. Wist Annex 2 Room 131, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-8002; e-mail: coe@hawaii.edu; Web site: http://www.coe.hawaii.edu/research/ep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10