Steve Christopher,
  In reply to your questions about how to beef up teacher
training, I would be remiss if I didn't mention that some part
of those three years is required for the person to mature. The
time was considerable less when we hired a freshly papered
teacher who was 50+ years old. I was 37 and parent of two
adolescents, one LD, when I was a first year LD teacher, and
felt I got it together quicker than younger folks.  It may take
less time for an elementary than a HS teacher who is typically
just a year or two older than the students.
  I would strongly suggest that teacher preparation include a
full year of "student" or supervised teaching. (perhaps at part
pay, like an apprentice in the trades, etc). The first semester
of this experience could be at a variety of settings, but a full
semester should be in one place, delivering a full semester
program sequence. Prior to student teaching, TE students should
be in the schools frequently, watching what and how teachers do,
and working with students in increasingly larger groups. Every
class from the "Foundations of Education" to an overview of
"Learning Theories and Learning Styles" should have exercises,
observations, or experiences with real kids in real classrooms.
This is as critical for those planning to teach specific
subjects at the secondary levels as for those headed for the
elementary classrooms.
   As much as the experiences, there needs to be lots of
practical stuff in the classes for TE students. My own feelings
would be to minimize philosophy at the undergrad level, and
incorporate more of it in grad/recertification courses, but I'd
really like to see TE students receive more instruction on
individual learning styles, as well as to learn the difference
between "telling" students xyz, "teaching" students xyz, and
students "learning" xyz.  TE students also need more help in
developing lessons, lesson sequences, developing assessments,
and the politics of grading. TE students should learn to use the
computer as a professional aid (use of word processors to
develop, store and update lessons, tests and exams, use of
grading programs, use of databases for student information, etc)
as well as for instructional use in their subject areas. TE
students should also be introduced to the networks as a source
of professional support as well as student involvement.
    Well, so much for my "wish list" on teacher education. Hope
it helps a bit in your planning. If you'd like more suggestions,
please ask on the list Dead Teacher's Society
([log in to unmask]) or on list Alternative Learning Styles
([log in to unmask])
 
 
 
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*    Anne L. Pemberton              [log in to unmask]       *
*    Nottoway High School           [log in to unmask]    *
*    Nottoway VA                    [log in to unmask]           *
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*   "One of the most spectacular privileges of intellectuals is     *
*    that they are free to demonstrate scandalous stupidity with-   *
*    out ever jeopardizing their reputations"   ---   Eric Hoffer   *
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