By Robert V., Jr. Bullough
Representing greater than twenty years of Robert V. Bullough Jr.'s learn into the issues of training and instructor schooling, this publication offers a suite of guiding rules that carry promise for reaching more and more strong instructor schooling.
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Additional info for Counternarratives (S U N Y Series, Teacher Preparation and Development)
It is with concern for the past and in the desire to locate stories of possibility in teacher education reform that I turn to a discussion and analysis of one of the forgotten but extraordinarily provocative large-scale reform efforts in teacher education, that sponsored by the commission on Teacher Education of the American Council on Education (1939–1942). The eight volumes published by the Commission represent a remarkable repository of insights into educational practice and reform that lends support to much of the recent research on change, especially the growing and promising emphasis over the past decade on teacher development as the centerpiece of renewal (Bullough and Baughman 1997; Darling-Hammond 1997; Holmes Group 1986).
In its own field it must be a field of research, [but] not in all lines of science. (Hill 1907, 717–18) The views of these and other educators of the time can be placed on a continuum moving from courses taught strictly from a mastery of the discipline point of view, through a middle position where content remains the same but is presented in relationship to instructional problems perhaps through a special methods course, to the view argued by Straton Brooks, that the subject must be learned by the intending teacher but from the viewpoint of how a child best learns.
An experimental attitude and a commitment to democratic practices—“respect for personality, acceptance of social responsibility, and reliance upon reason” (Commission on Teacher Education 1946, 10)—underpinned all of the commission’s work and gave it a unique flavor and direction: [The commission] emphasized the idea that improvement in teacher education is always possible, requiring continuous planning, continuous experimentation, and continuous evaluation. It suggested the very great importance of the processes employed in group endeavor—of sensitivity to human relations, of the selection of ways of working together that are democratic in character and effective in result.
Counternarratives (S U N Y Series, Teacher Preparation and Development) by Robert V., Jr. Bullough
Categories: Certification Development