Literaturnachweis - Detailanzeige
| Autor/in | Finch, Curtis |
|---|---|
| Institution | National Center for Research in Vocational Education, Berkeley, CA. |
| Titel | Using Professional Development To Meet Teachers' Changing Needs: What We Have Learned. |
| Quelle | (1999) 2, (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Education; Education Work Relationship; Educational Change; Educational Improvement; Educational Needs; Educational Trends; Faculty Development; Inservice Teacher Education; Integrated Curriculum; Postsecondary Education; Vocational Education |
| Abstract | Teachers must be at the center of any effort to improve education, but how can teachers be prepared to meet the educational challenges of the future? Unlike traditional inservice training, today's professional development is designed with teacher input and builds teachers' capacities for working in teams to educate children. Three promising professional development approaches are work-based learning, the mini-sabbatical, and the case study method. Teacher roles are changing as they relate to two main areas, integration and school-to-work. Successful integration programs include changes involving cooperative efforts, curriculum strategies, instructional strategies, and administrative practices and procedures. Teacher efforts in school-to-work include serving as ambassadors for school-to-work programs, establishing and maintaining relationships with the workplace, and having first-hand knowledge of the workplace. In order for schools to overcome barriers and resistance to implementing these educational reforms, they must create a vision of the future, the highest levels of authority must subscribe to the vision, and administrator commitment to the vision must be reflected through actual support at the teacher level. (18 references) (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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