This report characterizes the decade 1985-1995 as a series of false starts in reform of teacher education in the United States. The main purpose of the report is to raise the question of whether the next decade of reform will be any different. Chapter 1 presents the problem: the need to do something about teacher education is reaching crisis proportions, and so much of the education reform agenda depends on a quality teaching force operating under professional working conditions. Chapter 2 uses the Holmes Group (a national consortium of nearly 100 research universities across the United States that has pushed for teacher education reform from 1985-1995) as a case illustration of some of the possibilities and difficulties of accomplishing significant improvements. The Holmes Group case analysis helps identify key issues that need to be addressed. Chapter 3 looks ahead to 2006 by taking stock of the recent convergence of high profile plans of action, questioning whether this will be another cycle of "rise and stall" or whether there is enough knowledge and care to make the required core improvements. (Contains 74 references). (SM)
This report characterizes the decade 1985-1995 as a series of false starts in reform of teacher education in the United States.
Includes recommendations for support of Aboriginal teacher trainees, teacher aids; consultation with Aboriginal consultative groups; Aboriginal studies courses for non -Aboriginal teachers.
National Inquiry into Teacher Education (Australia) ... Other Issues • the relationships between institutions engaged in teacher education , professional bodies , employing authorities and the wider community ; and the formulation and ...
The Decade Ahead National Commission on Teacher Education and Professional Standards (U.S.). The program in many respects is a superior form of supervisory program . The curriculum planning council , which includes many teachers in its ...
should be done by specially identified and trained educators who are not already involved in supervising and training the beginning teachers . The Board of Teaching should work with institutions of higher education , professional ...
( 2 ) Professional education . Professional education shall include a minimum of twenty - four semester hours of course work and clinical and field - based experiences designed for teaching vocational education subjects .
Innovations encompass all phases of teacher education, with emphases on induction activities for new teachers and inservice activities which create new roles for experienced ones; they involve collaborative, integrative, reflective, experiential, and inquiry-oriented practices; and they emphasize teachers as leaders in their own development and schools as learning places for all. Complex networking of institutional structures enriches school-based teacher development; other innovations aim to improve teacher education practices, and change working and learning conditions; some are guided by a vision of teachers as reformers. The report concentrates more on the state of innovative activity, with only general references to the prevalence and impact of these changes.
Innovations encompass all phases of teacher education, with emphases on induction activities for new teachers and inservice activities which create new roles for experienced ones; they involve collaborative, integrative, reflective, ...
The aims of this study were to establish how lecturers, mentors and student teachers- the key players in the mentoring process- perceived the benefits of mentoring to students, the problems they met in implementing the programme and ...
This report is organized around the following themes: (1) supply and demand for quality teachers (scholastic attainments of prospective teachers at the high school and college levels, demographic and social forces having an impact upon the recruitment of qualified students); (2) programs for teacher education (liberal education, subject specialization, professional education); (3) accountability for teacher education (state standards for teacher education programs, accreditation of teacher education programs); (4) resources for teacher education (school of education funding, allocation of resources for research and development, advanced degree programs); and (5) conditions necessary to support the highest quality of teaching (teacher salaries, advancement opportunities, work environments, status, autonomy). A broad analysis of each of the issues is provided and supported by empirical findings. A series of 16 recommendations is proposed to address the need for change and improvement. Included among the appendices is a listing of testimony presented at the commission hearings. (JD)
National Commission for Excellence in Teacher Education ... RECOMMENDATION 15 : TEACHERS SHOULD BE PROVIDED PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND INCENTIVES SO THAT THEY CAN CONSISTENTLY IMPROVE THEIR PRACTICE .
