Abstract
The literature on reform in elementary teacher education reveals a variety of controversies and questions about program features that are most successful in preparing preservice teachers for effectiveness within the school system. However, the voices of experienced and successful elementary teachers are noticeably absent from this literature. Focus groups and survey research methods were used to ascertain what program features would be identified by eminent elementary teachers as highly influential on their professional development and what features they believe to be most important for current programs. Results support the extension of practical work with children as a foundation for the preservice program, the development of course content that is both realistic and practical, and the fostering of initiative and responsibility among preservice teachers in their growth as lifelong learners.
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