A curriculum to produce career teachers for the 1980's

Andrews, L. O.

doi:10.1080/00405846709542095

Cited by 7 publications

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“…There have been many proposals and calls to action, but there has not been substantial, real, sustained change (see Andrews, 1967;Cottrell, 1967;Cyphert & Openshaw, 1964;Davies, 1967;Denemark, 1967;Galloway, 1967;Griffin, 1990;Wilhelm, 1964). Although shining examples of a new structure or new curriculum appear periodically, it mostly disappears from the conversation after a summary of the program and its results are presented.…”

Section: Learning To Teach In a Complexmentioning

confidence: 97%

“…However, if one truly wants to address the issues that have been repeatedly raised in TIP over the past 50 years, one needs to be willing to give up some outdated, unproductive traditions. Andrews (1967) actually suggested tiered licenses for teachers over 4 decades ago; Ohio has recently begun to implement a plan for teacher leaders. This idea took over 40 years to translate from theory into practice.…”

Section: Learning To Teach In a Complexmentioning

confidence: 99%

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Learning to Teach in a Complex Interconnected World

Ball

2013

Theory Into Practice

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Section: Learning To Teach In a Complexmentioning

confidence: 97%

Section: Learning To Teach In a Complexmentioning

confidence: 99%

Learning to Teach in a Complex Interconnected World

Ball

2013

Theory Into Practice

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“…Unfortunately, many supervising teachers and university supervisors lack the necessary skills for observing and providing feedback and the technique for training student teachers to use skills (Andrews, 1967;Lipke, 1979 Follow-up program evalutions indicated success at two levels. First, program graduates, because of their structured observation experiences, had less difficulty in their transitions from campus to field and from apprentice to professional than their peers not in the program.…”

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confidence: 97%

“…Ideally, observers should use clinical observation data to make decisions about future interaction, events, and outcomes. Clinical feedback, on the other hand, is a planned process of sharing and exploring collected data with those who have been observed in a nonjudgemental way.Unfortunately, many supervising teachers and university supervisors lack the necessary skills for observing and providing feedback and the technique for training student teachers to use skills (Andrews, 1967;Lipke, 1979). This problem may reflect a lack of formal training among supervisors.…”

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confidence: 98%

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A Guide for Teaching Systematic Observation to Student Teachers

Mills

1980

Journal of Teacher Education

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To become adept at learning to teach, teaching, and improving their teaching, student teachers must be trained to investigate teaching-learning events critically. One way to accomplish this is to train student teachers in clinical observation before they begin to practice teach. &dquo;Clinical observation&dquo; refers to structured, intense, systematic viewing and recording of significant information about classroom environments and events. Matters to be observed include verbal and nonverbal interaction between pupils and teachers; school and classroom contexts where interaction occurs; relations among program, time, and space which facilitate interaction; and the effects of interaction on learning. Ideally, observers should use clinical observation data to make decisions about future interaction, events, and outcomes. Clinical feedback, on the other hand, is a planned process of sharing and exploring collected data with those who have been observed in a nonjudgemental way.Unfortunately, many supervising teachers and university supervisors lack the necessary skills for observing and providing feedback and the technique for training student teachers to use skills (Andrews, 1967;Lipke, 1979). This problem may reflect a lack of formal training among supervisors. Two examples of institutional response to this condition are a master's degree program in supervision currently offered by the University of Texas at Austin, and the Senate Bill Eight Staff Development Program for Supervising Teachers conducted by the Austin Independent School District, Austin, Texas. Both programs reflect faculty judgment that student teachers need training in systematic observation and analysis of the stimulus-response characteristics of teaching and learning. The Senate Bill Eight Staff Development Program called for reversing the observation and feedback roles of student teachers and supervising teachers for the entire first week, and once each week thereafter, in a 12-week field-based practicum. Participants had the option of reversing roles beyond program requirements. The length of each observation exercise depended on what was being observed. Feedback sessions were audiotaped and criticized by university supervisors to evaluate the progress of student and supervising teachers. Mills is associate professor, Teacher Education, Grambling University, Louisiana. Their work focuses largely on improving the training of rural Black prospective teachers. She was formerly in the Curriculum and Instruction Department, The University of Texas at Austin. &dquo;Clinical observation&dquo; refers to structured, intense, systematic viewing and recording of significant information about classroom environments and events.Follow-up program evalutions indicated success at two levels. First, program graduates, because of their structured observation experiences, had less difficulty in their transitions from campus to field and from apprentice to professional than their peers not in the program. Second, supervising teachers reported that, compared to their...

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Preparing teachers for curriculum reform

Rutherford

1971

Science Education

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IntroductionThe goal of any curriculum development effort can be plainly put: it is to change instruction. At the secondary school level this effort is usually focused on some one subject or limited set of subjects, and takes the form of designing a new course. Depending on the ambition and resources of the individual curriculum project, it will produce a course that differs from its predecessors in purposes, content, style, approach, flexibility, richness and diversity of learning materials, and much else. That is what curriculum development-a misnomer really-means in practice.Sooner or later each secondary school curriculum development project has come to realize, sometimes to its chagrin, that curriculum development alone is not enough. No matter how carefully designed the emerging course is, no matter how capable it is in principle of serving the needs of students, and indeed, no matter how well the course seems to work when tried out experimentally, the unhappy truth is that in general practice the course simply will not work as the designers intend unless the generality of teachers who use it are prepared to make it work.Thus, shotgun wedding or no, curriculum development and teacher preparation go together. This seems so self-evident now that it hardly bears stating. Yet the fact remains that even if we have progressed beyond the early simplistic notions of "teacher proof' courses, we have not, by and large, progressed to the point where the difficult problems of teacher preparation-exacerbated, if not created, by new curriculum developmentsreceive the same intensive attention as curriculum development. It is not that'there has not been some added investment in recent years in teacher preparation-the National Science Foundation institute programs alone, for instance, have underwritten teacher training on an unprecedented scale [38, 391, and the U.S. Office of Education has increased its involvement [15, 341. Rather, it is that in proportion to the magnitude, complexity, recalcitrance, and recognized importance of the problem, the investment of funds and human intelligence in the cause of fundamental reform of teacher education has been meager. One result of this meagerness, the one that has the most direct impact on the work of curriculum developers, has been retardation in the effective implementation of the new secondary school courses. , 55(4): 555-568 555 Science Education

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A curriculum to produce career teachers for the 1980's

Cited by 7 publications

References 0 publications

Learning to Teach in a Complex Interconnected World

Learning to Teach in a Complex Interconnected World

A Guide for Teaching Systematic Observation to Student Teachers

Preparing teachers for curriculum reform

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