A Consideration of What Educational Faculty Need to Know and Be Able to Do: Federal and State Policies and Best Practices for Collaborative Preparation Programs

Autor/inn/en	Grenot-Scheyer, Marquita; Coots, Jennifer J.; Bishop-Smith, Kathryn
Titel	A Consideration of What Educational Faculty Need to Know and Be Able to Do: Federal and State Policies and Best Practices for Collaborative Preparation Programs
Quelle	In: Issues in Teacher Education, 13 (2004) 1, S.95-114 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Educational Change; College School Cooperation; Teacher Educators; Teacher Education Curriculum; Curriculum Development; Knowledge Base for Teaching; Regular and Special Education Relationship; Federal Legislation; State Legislation; Disabilities; Disproportionate Representation; Professional Development Schools; Schools of Education; Urban Schools; Student Diversity; Educational Policy; California; New York; Ohio; Wisconsin + Suchen Sie Ihr Suchwort? Bildungsreform; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Bundesrecht; Landesrecht; Handicap; Behinderung; Erziehungswissenschaftliche Fakultät; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Politics of education; Bildungspolitik; Kalifornien
Abstract	This article addresses how teacher preparation programs can best respond to the broad, complex calls for reform in ways that are locally meaningful and honor academic integrity, but that are also true to the intent of the reform mandates. The authors begin with an overview of some of the federal and state initiatives that are presenting challenges for schools and teacher preparation programs. They then look at "lessons learned" from several teacher preparation programs that have responded to reform mandates by developing programs that increase collaboration between generalists and specialists. These examples will show how in some instances teacher preparation programs respond to reform initiatives in a piecemeal fashion by continually adding courses as new mandates occur, while other programs make revisions with limited lasting effects, and still others rework their entire program to accommodate new mandates guided by a shared vision of truly collaborative teacher preparation. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10