| Autor: |
DeVoss, Gary, Hawk, Donald |
| Předmět: |
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| Zdroj: |
Educational Evaluation & Policy Analysis; Summer1983, Vol. 5 Issue 2, p163-171, 9p |
| Abstrakt: |
The article focuses on the dominant model in use in teacher education titled the Western Kentucky and the issues concerning follow-up evaluations. The model that follows has been designed to achieve one specific goal, which includes providing teacher education programs with information that permits informed decisions concerning the professional needs of their preservice and inservice teachers. To achieve this goal, certain difference in the designs should be pointed out. Teacher training programs need to know what the needs, interests, and professional roles are of nonteaching graduates and whether their teacher training prepared them for the job responsibilities they face. Graduates' responses to such questions provide teacher educators with a clearer picture of what happens to a substantial number of their students after they leave teacher training. The other crucial comparisons are between the intentions of an inservice teacher and the teacher behaviors desired by his or her mentors. |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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