Entrenched organizational policies, coupled with significantly different (and to some degree incompatible) institutional and professional cultures, have made educational reform difficult to achieve. In this article, the process of cultural transformation in the redesign of a teacher preparation program involving an urban professional development center is discussed. It is suggested that such school-university partnerships can enhance the education of individual students, provide a variety of professional development activities for all involved, and foster research activities within school environments. Such collaboration can clearly build a cohort of teachers who will be better prepared for the multicultural nature of the public schools of the next century.
The Government Relations Committee of ACSESULGC/APU surveyed member institutions on minority teacher education recruitment and retention methods.Case and his colleagues review pertinent literature and present survey results that underscore the importance of commitments to funding scholarships, offering support services, providing ethnic opportunities, and hiring minority professional staff. These components are necessary to provide the psychological environment and economic means to facilitate effective minority recruitment and retention programs.
& Reflective teachers are never satisfied that they have all the answers. By continually seeking new information, they constantly challenge their own practices and assumptions. In the process, new dilemmas surface and teachers initiate a new cycle of planning, acting, observing, and reflecting. (Ross et al., 1993, p. 337)
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