NDEA Institutes, Summer 1961: A Survey*

Walsh, Donald D.

doi:10.1111/j.1540-4781.1964.tb04491.x

Cited by 1 publication

(2 citation statements)

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“…Between 1955 and 1965 a number of surveys were conducted that explored the status of teacher preparation and certification (Huebener, 1956;Paquette, 1964Paquette, , 1965Tharp, 1955;Walsh, 1964a). Some of the studies reveal duplicate efforts and most were flawed in their design and thus provide no dependable overview.…”

Section: Flmentioning

confidence: 99%

“…Not quite 10 years later, Walsh (1964a) reported on a survey, conducted by the MLA with the support of the Carnegie Foundation, that explored the academic preparation, amount of teaching experience, teaching load, and degree of professional involvement of secondary school teachers. The data were collected in 1962 to 1963, involving over 12,000 public and private secondary school teachers with a response rate of almost 80%.…”

Section: Flmentioning

confidence: 99%

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Foreign Language Teacher Development: MLJ Perspectives—1916–1999

Schulz

2000

The Modern Language Journal

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The preparation of U.S. foreign language (FL) teachers has been a frequently discussed topic during the past century. As the oldest, continuously published American journal devoted to FL learning and teaching, the MLJ provides an overview of the many issues pertinent to FL teacher education that the profession has grappled with. This historical review traces discussions and developments in teacher preparation and certification since the MLJ 's inception in 1916. In three sections, each covering a quarter century of the Journal 's publications, the article describes the most relevant discussions and events that have helped shape FL teacher education in the United States. Although many efforts —and doubtlessly many advances —have been made to assure a supply of qualified FL teachers for the nation 's schools, many of the problems discussed more than 80 years ago still remain unsolved. The author hopes that a critical look at the past will help the profession to focus on those proposals that are finding emerging consensus and to prioritize those needs and activities that help effect meaningful change in improving the qualifications of FL teachers.

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