Abstract

The selective admission of students to elementary-teacher education is a basic responsibility of the teacher-educating institution. The program of selective admission should not be concluded with the initial enrollment of the student. It should be regarded as a process ending with certification for teaching. The program should be planned and controlled, and it should include certain stipulated requirements. Provision should be made to recruit certain desirable students, to restrict admission to potentially successful teachers, and to administer a pre-service guidance program. The pre-service guidance program should be designed to select and develop those students who are likely to succeed as teachers, and to eliminate or divert those who are not likely to be successful. Adequate scholarship, physical fitness, and good personality are the essential requirements of candidates to teacher education. Scientific means to identify qualities conducive to teaching success are inadequate. However, such inadequacy should not dissuade teachereducating institutions from organizing and administering a program of selective admission. Data, such as may be gathered from cumulative records, composite judgment, and standardized tests, should be used pending the time until more scientific means are developed. Organizing and administering teacher education in a state should be the result of the co-operative efforts of those who share responsibility for the program. The state department of education, teachereducating institutions, and public school systems should co-operate in planning, revising, and implementing policies. Minimum academic and professional requirements for the certification of teachers should be defined. The actual function of preparing candidates to meet requirements for teacher certification is assumed by the teacher-educating institution. For that reason the regulations of the state department of education should be sufficiently flexible to permit the exercise of initiative in the development of effective institutional programs. Likewise, the planning and developing of the institutional program

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