What Teachers Need: Assessing the Professional and Academic Preparedness of Teachers for Their Roles as Political Educators.

Autor/in	Hepburn, Mary A.
Titel	What Teachers Need: Assessing the Professional and Academic Preparedness of Teachers for Their Roles as Political Educators.
Quelle	(1975), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Civics; Curriculum Evaluation; Educational Assessment; Educational Improvement; Educational Research; Elementary Education; Junior High Schools; Political Science; Professional Training; Teacher Attitudes; Teacher Background; Teacher Education; Teacher Effectiveness; Teacher Evaluation; United States Government (Course) + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Sekundarstufe I; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Berufliche Fachbildung; Berufliche Fortbildung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	In an effort to assess teacher preparation for political education, elementary and junior high school teachers in the metropolitan Atlanta area were surveyed to determine their backgrounds and professional needs for political/civic education. Three hundred and one teachers of fifth, sixth, and seventh grades responded to the questionnaire. The study revealed minimal academic preparation in political science, with the overwhelming majority of the teachers reporting American government as the single course in their college education. A full 20 percent of the teachers reported that they had no undergraduate training in political science. As means of improving their professional competencies, the majority of teachers expressed a definite preference for more practical, on-the-job improvement programs as opposed to graduate and summer studies. The teachers indicated that they most desired brief, flexible curriculum materials that deal with political aspects of current social issues. Few called for the usual hardback social studies textbook. As for teaching aids, the middle grade teachers expressed the most interest in guidelines to classroom activities that would provide students with opportunities to participate in group decision making and problem solving. (Author/DE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01