CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Strengthening the Rationale for Graduate-level Preservice Teacher Education

Tác giả

Funkhouser C.

Năm xuất bản

1988

Source title

Journal of Teacher Education

Số trích dẫn

DOI

10.1177/002248718803900608

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84970314255&doi=10.1177%2f002248718803900608&partnerID=40&md5=535f22dacdc75938fea99e6468eb2ca1

Tóm tắt

The most commonly used rationale for the elevation of preservice teacher edu cation from the undergraduate to the graduate level is to reserve the bac calaureate years for the completion of a well-balanced liberal arts education and an academic major. A more defensible and academically respectable course of reasoning for graduate-level preservice teacher education focuses on the inher ent similarities between the traditional characteristics of graduate studies and preservice teacher education. Given these similarities and the potential ad vantages of graduate-level preservice teacher education, Funkhouser argues that the undergraduate status quo may be difficult to defend in the future. © 1988, Sage Publications. All rights reserved.

Từ khóa

Tài liệu tham khảo

Teachers for the 21 st century (The Report of the Task Force on Teaching as a Profession); Gosman E., Quality in teacher education: A crisis revisited, (1985); Griffin G.A., Why use research in preservice teacher education?, Journal of Teacher Education, 35, 4, pp. 36-40, (1984); Tomorrow's teachers, (1986); Minkel C.W., Richards M.P., Components of quality in master's degree programs, (1985); Mulhern J.D., Graduate teacher education: In crisis or transition?, Perspectives on Graduate Programs in Education, pp. 65-74, (1979); NCATE standards, procedures and policies for the accreditation of professional teacher education units, (1986); Pulliam J.D., History of education in America, (1987); Scannell D.P., The extended teacher education program at the University of Kansas, Phi Delta Kappan, 66, pp. 130-133, (1984); Smith D.C., Street S., The professional component in selected professions, Phi Delta Kappan, 62, pp. 103-107, (1980); Smith D.C., Carroll R.G., Fry B., Proteach: Professional teacher preparation at the University of Florida, Phi Delta Kappan, 66, pp. 134-135, (1984)