Panel on "Teacher Education Reform." [electronic resource] / David G. Imig.
There has been a growing but begrudging recognition that better teacher education is necessary both to carry out other education-related reforms and to provide knowledge for shaping the reform agenda. Without fundamental changes in the ways that teachers teach, changes will not occur in the learning...
Saved in:
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1985.
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| Subjects: |
MARC
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| 100 | 1 | |a Imig, David G. | |
| 245 | 1 | 0 | |a Panel on "Teacher Education Reform." |h [electronic resource] / |c David G. Imig. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1985. | ||
| 300 | |a 7 p. | ||
| 500 | |a ERIC Document Number: ED262024. | ||
| 500 | |a ERIC Note: Paper presented at The National Conference of State Legislatures (Seattle, WA, August 5, 1985). |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a There has been a growing but begrudging recognition that better teacher education is necessary both to carry out other education-related reforms and to provide knowledge for shaping the reform agenda. Without fundamental changes in the ways that teachers teach, changes will not occur in the learning outcomes of a particular lesson or class or school. Pervasive and widespread change in teacher education has already occurred. These changes include: raised admission criteria; more rigorous exit requirements; more student teaching experience; increased use of standardized achievement testing; and greater reliance on technology. To continue the reform, groups interested in education reform must recognize that teacher education is "nested" in colleges and universities often caught in the middle of competitive and intense pressure. Changes in teacher education must be responsive to the aspirations and needs of the profession and also be accountable to teacher education institutions. Actions for change must be consistent. The teacher induction or internship process may be the best strategy for the immediate future of teacher education. (CB) | ||
| 521 | 8 | |a Policymakers. |b ericd. | |
| 650 | 1 | 7 | |a Educational Change. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Institutional Role. |2 ericd. |
| 650 | 1 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Program Improvement. |2 ericd. |
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