Dare We Build a New Teacher Education Program?
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| Title: | Dare We Build a New Teacher Education Program? |
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| Language: | English |
| Authors: | Burrows, Lucy |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 1985 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers |
| Descriptors: | Higher Education, Preservice Teacher Education, Student Teachers, Teacher Education Programs, Teacher Educators, Teacher Student Relationship, Teaching Skills |
| Geographic Terms: | U.S.; New York |
| Abstract: | Teacher education programs must be redefined in order to emphasize three areas: authority; autonomy; and authenticity. The rebuilding effort begins with teacher educators, and how and what they teach prospective teachers. Teachers must be taught to be authorities and autonomous in their own spheres--in their classrooms and on their school staffs. They must be given opportunities to share their knowledge: their insights about children, curriculum and the management of these spheres. Prospective teachers must learn, through their teacher education programs, to assert themselves, to speak up for what they know, and to develop a healthy and action-oriented approach to education. An effective way to achieve this is through "advisement," a professionally intimate, long-term association between a teacher educator and student teacher. Through the advisor's ability to suggest, guide, listen, reflect, and demonstrate, the student teacher learns that the assumption of authority can be humane and benevolent while still being strong and effective. (CB) |
| Notes: | Paper presented at the Summer Institute of the Association of Teacher Educators (Wichita, KS, August 5, 1985). |
| Journal Code: | RIEFEB1986 |
| Entry Date: | 1986 |
| Accession Number: | ED262022 |
| Database: | ERIC |
| Abstract: | Teacher education programs must be redefined in order to emphasize three areas: authority; autonomy; and authenticity. The rebuilding effort begins with teacher educators, and how and what they teach prospective teachers. Teachers must be taught to be authorities and autonomous in their own spheres--in their classrooms and on their school staffs. They must be given opportunities to share their knowledge: their insights about children, curriculum and the management of these spheres. Prospective teachers must learn, through their teacher education programs, to assert themselves, to speak up for what they know, and to develop a healthy and action-oriented approach to education. An effective way to achieve this is through "advisement," a professionally intimate, long-term association between a teacher educator and student teacher. Through the advisor's ability to suggest, guide, listen, reflect, and demonstrate, the student teacher learns that the assumption of authority can be humane and benevolent while still being strong and effective. (CB) |
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