Beyond Shared Rhetoric: A Collaborative Change Model for Integrating Preservice and Inservice Urban Educational Delivery Systems
| Author (s) |
Fountain, C.A. & Evans, D.B. |
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| Year of Publication |
1994 |
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| Publication Type |
article |
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| Name of Periodical |
Journal of Teacher Education |
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| Volume |
45 |
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| Issue |
3 |
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| Page Numbers |
218-227 |
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Address |
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| Suggested Audience |
- Teachers
- Teacher educators
- Researchers
- Para-professionals
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| Descriptors |
- Collaborative research
- University/school cooperation
- Delivery systems
- Pre-service teacher training
- Teacher CPD/inservice
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Content Abstract
This article describes a change model, which links urban public school and teacher preparation renewal. The authors, in collaboration with public school and college of education faculty, created and field-tested this change model over a three-year period. The collaborative teacher preparation and teacher renewal model is grounded in five theoretical bases: (a) educational reform literature; (b) the systemic change and the change process literature; (c) a constructivist orientation to learning and its impact on standards for practice of professional subject matter organizations and reflection; (d) effective schools literature and the work related to teachers’ work and school culture; and (e) development of teacher expertise. Article topics include the professional development continuum, from early field experiences to professional educator experiences, school- and university-based clinical faculty, and institutionalization of program features. (excerpts from ERIC Clearinghouse #SP523747)
Methodological Notes
Additional Comments
Reviews and Commentary by the Field
