A Pluralistic Model for Teacher Education at Stanford.

Autor/in	Larrey, Louis, Jr.
Titel	A Pluralistic Model for Teacher Education at Stanford.
Quelle	(1972), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Field Experience Programs; Inservice Teacher Education; Models; Preservice Teacher Education; Program Development; Secondary School Teachers; Social Studies; Teacher Education Curriculum; Teaching Programs; Training Objectives + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Lehrerfortbildung; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Gemeinschaftskunde; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	This paper describes the rationale behind the development of a model for secondary teacher education by the Stanford School of Education. New approaches in the area of teacher education are designed to meet these current demands in the schools: demands for teachers to have curriculum orientations which cross traditional curriculum boundaries; demands for teachers to be aware of and to deal constructively with student affect; demands for new patterns of staffing and resource utilization. The model itself consists of three components: Phase I, Continuous Professional Education Programs (pre-doctoral); Phase II, Doctoral Programs; and Phase III, Research and Development Programs. Each deals with a particular domain of activity related to teacher education and each intersects with the other two components, suggesting an integrated and unified teacher education effort. Emphasis in the programs to be developed will be toward diversity and the development and testing of strategies, approaches and technologies relevant to the training of teachers. Examples of programs which are particularly appropriate for prospective teachers of the social studies are given. (SHM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01