Expeditionary Learning: The Alverno College Teacher Education Model

Autor/inn/en	Diez, Mary E.; Athanasiou, Nancy; Pointer Mace, Desiree
Titel	Expeditionary Learning: The Alverno College Teacher Education Model
Quelle	In: Change: The Magazine of Higher Learning, 42 (2010) 6, S.18-24 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
Schlagwörter	Preservice Teacher Education; Teaching (Occupation); Beginning Teachers; Curriculum Development; Higher Education; Elementary Secondary Education; Public Schools; Outcomes of Education; Teaching Methods; Evaluation; Student Teaching; Teacher Persistence; Teacher Effectiveness; Wisconsin + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching; Lehrberuf; Junior teacher; Junglehrer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Public school; Öffentliche Schule; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Evaluierung; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Many would say that while there are two ways to enter the teaching profession--traditional and alternative--there seems to be a common way to leave it: quickly. Across the board, more than half of beginning teachers leave teaching before their fifth year, and that percentage is even higher in urban public schools and for those prepared by some alternative programs. In this article, the authors argue that there is a model superior to both traditional and alternative teacher preparation programs in both the skills and the staying power of the teachers it trains. The Alverno College model is not a highly selective program at entry; most of the college's candidates are first-generation college students. The program--founded on a strong set of liberal arts and teacher education goals, situated within a larger continuous assessment system, and using extensive and scaffolded field-based training, develops teachers' confidence and competence to an extraordinary degree. Here, the authors briefly explore the difference between three very different approaches to teacher preparation using a set of metaphors. The first they call the "armchair tourist" model, the second the "survivor" model, and the third the "expeditionary-learning" model. They conclude that the "expeditionary-learning" model holds the most promise for building and sustaining the teacher workforce. (Contains 1 table and 3 resources.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10