Alternatives in Teacher Education

Curriculum Theory Network Pub Date : 1900-01-01 DOI:10.1080/00784931.1975.11075804

M. Clements

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引用次数: 4

Abstract

The search for new and better approaches to teacher education, as a remedy to educational problems in all major cities and elsewhere, has been a futile enterprise. What might improve teacher education? The answer is complicated and deserves explanation. Would improved teacher education help resolve our educational difficulties? If it would not-as one could argue strongly-how should we view the challenge of education today? Our professional experience and understanding suggests a variety of recommendations for improving teacher education. Perhaps we should develop a more scientific approach to teacher training. Possibly, on the other hand, we should be more concerned with affective aspects of the teaching situation. Should we develop more flexible and adaptable programs in order to accommodate the diversity of student interests, motivations, and abilities? Or should we focus on the distinctive culture and lifestyle of blacks, Puerto Ricans, Chicanos, and other oppressed people? Should we offer more intensive field experiences, avoiding empty theory? Other suggestions could be made, but these illustrate opinions that are commonly expressed. Let us consider these opinions and learn what we can about the improvement of education.

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教师教育的选择

寻找新的、更好的教师教育方法，以解决所有大城市和其他地方的教育问题，一直是徒劳的事业。什么可以改善教师教育?答案很复杂，值得解释。改善教师教育有助于解决我们的教育困难吗?如果不是这样，我们应该如何看待当今教育的挑战?我们的专业经验和理解为改善教师教育提出了各种建议。也许我们应该开发一种更科学的方法来培训教师。也许，另一方面，我们应该更多地关注教学环境的情感方面。我们是否应该开发更灵活、适应性更强的课程来适应学生兴趣、动机和能力的多样性?还是应该关注黑人、波多黎各人、奇卡诺人以及其他受压迫人群的独特文化和生活方式?我们是否应该提供更密集的实地经验，避免空洞的理论?还可以提出其他建议，但这些建议说明了普遍表达的意见。让我们考虑一下这些意见，并学习如何改进教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Curriculum Theory Network

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