Planning for Teacher Education in the '80's: Who Will Be the Gatekeeper?

Autor/in	Robbins, Jerry
Titel	Planning for Teacher Education in the '80's: Who Will Be the Gatekeeper?
Quelle	(1978), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accreditation (Institutions); Governance; Higher Education; Policy Formation; Preservice Teacher Education; Role Theory; Schools of Education; State Boards of Education; Teacher Certification; Teacher Role; Trend Analysis + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politische Betätigung; Lehramtsstudiengang; Lehrerausbildung; Rollentheorie; Erziehungswissenschaftliche Fakultät; Lehrerrolle; Trendanalyse
Abstract	The issue of control over entry into the teaching profession is discussed from the viewpoint of "the profession," i.e., the term used by the National Education Association (NEA) to describe its membership. "The profession" includes primarily classroom teachers in grades K-12, but rarely administrators or higher education personnel outside of professional education. Professors of education are also generally excluded in the use of the term. Within the issue of entry control, three matters of concern to "the profession" and to institutions of higher education (IHEs) are examined: accreditation, certification, and control over components of the undergraduate program. The importance of entry control to "the profession" is discussed in light of the present teacher surplus. The role of the NEA as a constituent member of the National Council for Accreditation of Teacher Education (NCATE) and the gradual evolution of NCATE policy to reflect views of the NEA in regard to institutional accreditation are outlined. NEA activity in the National Association of State Directors of Teacher Education and Certification and NEA development of a Model Teacher Standards and Licensure Act reflect involvement at the state level in teacher certification procedures. Proposals for control of key components of undergraduate teacher preparation programs, such as professional laboratory experiences, observation, and student teaching, represent NEA activity at the local level. The changing role of institutions of higher education (IHEs) and their constituent schools, colleges, and departments of education are discussed in relation to NEA pressures in the three areas of accreditation, certification, and program control; responses that IHEs might make to these NEA pressures are explored, and the consequences of these responses (combating, ignoring, capitalizing) are examined. (MJB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC