Increasing Fidelity between Faculty and Field in Teacher Education--Reconceptualized Institutional Settings, Programs and Roles.

Autor/in	Neil, Roger
Titel	Increasing Fidelity between Faculty and Field in Teacher Education--Reconceptualized Institutional Settings, Programs and Roles.
Quelle	(1992), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Cooperating Teachers; Educational History; Elementary Secondary Education; Foundations of Education; Higher Education; Preservice Teacher Education; Program Improvement; Teacher Education Programs; Teacher Educators; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; History of education; Bildungsgeschichte; Grundlagenausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Theorie-Praxis-Beziehung
Abstract	The purpose of this paper is to encourage greater interaction between university faculty and field-based teacher education. The paper is organized into four parts: (1) "Teacher Educators--Who Are We?" (describes the evolution of teacher education from 1850 to 1992); (2) "The Alienation of Theory from Practice in Teacher Education: A Schismatic Past and Present"; (3) "Faculty and Field as Complementary Milieus for Teacher Education--a reconceptualization of Institutional Settings, Programs, and Roles"; and (4) conclusion. The paper suggests that school of education faculty refresh and update their classroom knowledge by returning to full classroom responsibilities in order to keep in touch with the reality of the undergraduate candidates' mission of becoming teachers in the schools. Suggestions for further consideration are offered. The paper concludes with 103 bibliographic references. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC