Rhetoric to Reality: Implementing the Mandate for Excellence.

Autor/in	Wheeler, Alan H.
Titel	Rhetoric to Reality: Implementing the Mandate for Excellence.
Quelle	(1986), (57 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Admission Criteria; College School Cooperation; Elementary Secondary Education; Field Experience Programs; Higher Education; Inservice Teacher Education; Institutional Cooperation; Preservice Teacher Education; Schools of Education; Teacher Certification; Teacher Education Programs + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Lehramtsstudiengang; Lehrerausbildung; Erziehungswissenschaftliche Fakultät
Abstract	A report is given of a program (Teacher Education Redesign) initiated by Southeast Missouri State University in response to a perceived need to develop more rigorous admission and exit criteria for the school of education, as well as to improve the quality of field experience programs and to develop viable linkages between the schools and higher education. The program integrates both preservice and inservice teacher education into one continuous entity. Six specific steps are involved in the process: (1) restructuring the teacher education curriculum to permit greater integration of theory and practice in a more experiential environment; (2) collaboration between the College of Education and Behavioral Science and public schools in developing a 4-year assessment program of preservice teacher education students; (3) utilization of university faculty to teach in public schools and public school faculty appointed as associate faculty to work with university students and faculty; (4) implementation of teacher/professor exchanges; (5) utilizing public school "master teachers" as the day-to-day supervisors of student teachers in a more clinical field-oriented mode; and (6) the initiation of a 4-year field-oriented program for preservice teacher education students. Six task forces have been charged with examining the needs implicit in these steps and with making recommendations for implementing programs to accomplish them. This document summarizes the first year of the Redesign of Teacher Education (1985-86) and deals with the priorities and directions of the program for its second year (1986-87). Appendices, which made up half of this report, provide expanded information on the activities and recommendations of the six task forces. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC