Extended Teacher-Preparation Programs: What the Literature Tells Us.

Autor/inn/en	Armstrong, David G.; und weitere
Titel	Extended Teacher-Preparation Programs: What the Literature Tells Us.
Quelle	(1991), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Extended Teacher Education Programs; Higher Education; Literature Reviews; Preservice Teacher Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung
Abstract	Extended teacher preparation programs require students to take longer than the traditional 4 years to complete their baccalaureate degrees and qualify for teacher certification. A review of literature on the subject was undertaken primarily through the use of searches of the Educational Resources Information Center (ERIC) database. Findings of the review are organized under three major headings: (1) arguments supporting adoption of extended programs; (2) impacts on participants and potential participants; and (3) impacts on other constituencies. The first category outlines some arguments that were used as rationale for a change from a traditional 4-year program to an extended teacher education program. The second category summarizes reported effects of extended programs on those who have been enrolled in these programs and on those who might be thinking about enrolling. The third major category summarizes findings related to reported consequences of extended programs for constituencies other than program participants, such as parents and institutions not electing to offer such programs. It is concluded that the literature on extended teacher preparation programs is meager, characterized by design flaws. and lacking in information on impact on learners. Questions are raised for further research. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC