Teacher Education Standards Research Articles

Managing the implementation of a Collaborative Competence Based Teacher Education Course in Further Education

Abstract A competence based approach to the Advanced Diploma in Education (FE) teacher training course was introduced at beginning of the 1989/90 academic year in the University of Ulster. The following year an evaluation of the course began which was completed in 1994. This included a survey of the attitudes of the staff involved with managing the implementation of the course. Included in this were members of the University Course Team, the college staff who carry out work based assessments and the Education and Library Boards who monitor such assessments. The results showed that all parties positively regarded the competence based approach both in relation to it as an initial teacher training course and as a tool in the professional development of vocational teachers. The study, however, highlighted the difficulties inherent in the maintenance of standards in collaborative teacher education and there are recommendations for the further development of future programmes.

The Universities Council for the Education of Teachers: defending an interest or fighting a cause?

ABSTRACT Formed to promote high standards in teacher education and provide a national forum for matters relating to it, the Universities Council for the Education of Teachers has been constrained by recent government reforms to become more a campaigning organisation. The political environment that has prompted that response is examined and the reasons for UCET's opposition to some of these reforms are outlined.

National Standards in Teacher Education—why don't we have any?

Abstract Both nationally and internationally, teacher education is coming under scrutiny from governments and bureaucrats. There is a popular view that once again educators have got it wrong and strong action is now needed to provide the kind of teacher education that can support the objectives of governments in areas such as industry restructuring and improving international economic competitiveness. In Australia, strong pressures are being exerted on the political, industrial and labour market fronts to reform teacher education. This paper reviews efforts that have been made to date and advocates the regulation of the profession by the profession as the only means by which teaching can be given the kind of status that will be necessary to protect it from outside interference.

Introduction

The Minister for Employment, Education and Training, the Hon. Kim Beazley (1993, p. 11) announced the provision of $20 million over the following three years to support the development of key competencies and the "development of a prototype training and development package for teachers/trainers." This announcement highlights the significance currently accorded to competency based standards for teaching and teacher education. The identification of teacher competencies and the specification of competency based standards for entry (and promotion?) in the profession has the potential to restructure the workplace in schools by specifying what is done and who controls it. Together with the more general vocational competency developments, it could influence what is taught, how it is taught and how it is assessed. Because of this significance, it was decided to devote a special issue of the Australian Journal of Teacher Education to this topic.

Out-of-Field Teaching

(1990). Out-of-Field Teaching. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 63, No. 6, pp. 282-285.

Testing and Teacher Certification: An Explosive Combination

Educational Measurement: Issues and PracticeVolume 1, Issue 2 p. 10-12 Testing and Teacher Certification: An Explosive Combination Rita Hodgkins, Rita Hodgkins Media Specialist at the Louis Pasteur Intermediate School in Orangevale, California. She has served as English/history teacher at the same school and also as head of the English Department. Ms. Hodgkins has been active in professional leadership positions including serving as President of the Sun Juan Teachers Association, representing that organization on the California Teachers Association State Council, and sewing on the NEA Board of Directors from 1978 to the present. Of particular note is her membership on the California Panel to Review Standards for Credentials (convened by the California Commission on Teacher Preparation and Licensing) and also her membership on the Advisory Committee on AB 757 (Teacher Proficiency Test).Search for more papers by this authorBernard McKenna, Bernard McKenna Program Development Specialist with the National Education Association in the areas of teacher education and professional standards, professional development, the evaluation of teaching, student learning progress, and educational programs. His writings include Staffing the Schools, “Minimal Competency Testing: The Need for a Broader Context” (in Educational Horizons), and Context/Environment Effects in Teacher Evaluation (in press). Dr. McKenna was the recipient of a United Nations Fellowship and a Ford Foundation grant to study evaluation in Europe and Asia.Search for more papers by this author Rita Hodgkins, Rita Hodgkins Media Specialist at the Louis Pasteur Intermediate School in Orangevale, California. She has served as English/history teacher at the same school and also as head of the English Department. Ms. Hodgkins has been active in professional leadership positions including serving as President of the Sun Juan Teachers Association, representing that organization on the California Teachers Association State Council, and sewing on the NEA Board of Directors from 1978 to the present. Of particular note is her membership on the California Panel to Review Standards for Credentials (convened by the California Commission on Teacher Preparation and Licensing) and also her membership on the Advisory Committee on AB 757 (Teacher Proficiency Test).Search for more papers by this authorBernard McKenna, Bernard McKenna Program Development Specialist with the National Education Association in the areas of teacher education and professional standards, professional development, the evaluation of teaching, student learning progress, and educational programs. His writings include Staffing the Schools, “Minimal Competency Testing: The Need for a Broader Context” (in Educational Horizons), and Context/Environment Effects in Teacher Evaluation (in press). Dr. McKenna was the recipient of a United Nations Fellowship and a Ford Foundation grant to study evaluation in Europe and Asia.Search for more papers by this author First published: June 1982 https://doi.org/10.1111/j.1745-3992.1982.tb00652.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume1, Issue2June 1982Pages 10-12 RelatedInformation

The Implications of the 1970 NCATE Standards for Teacher Education in the Determining of Course Requirements for Certification in a Teaching Area of Specialization

The Implications of the 1970 NCATE Standards for Teacher Education in the Determining of Course Requirements for Certification in a Teaching Area of Specialization

The AACTE-NCATE Feasibility Project: A Test of Proposed New Accreditation Standards for Teacher Education

The AACTE-NCATE Feasibility Project: A Test of Proposed New Accreditation Standards for Teacher Education

Student Personnel Research in Teacher Education

In his review, Durflinger (1963b) endorsed a point of view toward the recruitment and selection of teachers as presented by Lindsey (1961) in New Horizons for the Teaching Profession. This report, developed under the auspices of the National Commission on Teacher Education and Professional Standards (NCTEPS), stated that the teaching profession has responsibility for determining the student characteristics required in the preparation of effective teachers. Knowledge of such characteristics should guide recruitment and selection activities. current reviewers accept this point of view but recognize that it is not held universally (Rugg, 1965). Gage (1964) has observed that the variable called teacher effectiveness may be regarded as the dependent variable in the whole chain of variables with which student personnel workers in teacher education are concerned. He says, The recruitment, selection, admission, retention, counseling, placement, and certification of teachers are all aimed at maximizing teacher Hence, in strict logic, at least, if not in actual practice, all the aspects of student personnel work in teacher education must wait for their validation upon the definition and measurement of teacher effectiveness. Dunnette (1963), writing about the prediction of job success, tells us that we should cease searching for single or composite measures of job success and proceed to undertake research which accepts the world of success dimensionality as it really exists. He says, It would seem wiser to investigate the separate relationships between each of the predictors and each of the available measures-of job success. Gage (1964) stated that teaching includes such different roles as disciplinarian, adviser, counselor, motivator, information giver, explainer, demonstrator, housekeeper, record keeper, curriculum planner, and evaluator. In preparing the present chapter, the reviewers take the position that it is not reasonable to expect to identify the criterion of effective teaching, whether it be a single factor or a composite of weighted and summed factors. search for predictors is more likely to be successful if criterion characteristics are dealt with one at a time. These criteria may be associated with different activities performed by teachers, or they may be necessary steps along the way to becoming a teacher, such as graduation from college with all that this implies about grade point averages, persistence, and occupational decisions. After examining the NCTEPS position, the problem of effectiveness criteria, and the relevant research literature of the past three years, the

National Education Association, National Com mission on Teacher Education and Professional Standards. Changes in Teacher Education: An Appraisal. Report of the Columbus Conference, 1963. Washington, D.C.: the Commission, 1964. 522 pp. Clothbound, $4.00; paperbound, $3.00

National Education Association, National Com mission on Teacher Education and Professional Standards. Changes in Teacher Education: An Appraisal. Report of the Columbus Conference, 1963. Washington, D.C.: the Commission, 1964. 522 pp. Clothbound, $4.00; paperbound, $3.00

SPATE AND TEPS: ALIENS OR ALLIES

SPATE: Journal of Student Personnel Association for Teacher EducationVolume 3, Issue 1 p. 3-12 SPATE AND TEPS: ALIENS OR ALLIES Don Davies, Corresponding Author Don DaviesExecutive Secretary of the National Commission on Teacher Education and Professional Standards at the SPATE luncheon, Boston APGA Convention, 1963.Search for more papers by this author Don Davies, Corresponding Author Don DaviesExecutive Secretary of the National Commission on Teacher Education and Professional Standards at the SPATE luncheon, Boston APGA Convention, 1963.Search for more papers by this author First published: March 1964 https://doi.org/10.1002/j.2164-6171.1964.tb00201.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume3, Issue1March 1964Pages 3-12 RelatedInformation

J. W. Maucker

J. W. Maucker, president, State College of Iowa, holds a bachelor of arts degree from Augustana College, Rock Island, Illi nois, and a master's and doctor's degree from the State University of Iowa. President Maucker began his career as a teacher in the Dundee Elementary School and North High School, Omaha. Later he became assistant professor of education at the University of Missouri. From 1945-50, he was dean of the School of Education, Montana State University. He was a mem ber of the National Commission on Teacher Education and Professional Standards from 1954-57 and chairman in 1957. From 1962- 63 he served as president of the American Association of Colleges for Teacher Educa tion. In 1963 he was president of the Asso ciation of Iowa College Presidents. In October 1963, he was appointed to serve a three-year term as a member of the Na tional Council for the Accreditation of Teacher Education.

Regional Conference of the National Commission on Teacher Education and Professional Standards (NCTEPS)

The first of eight regional conferences on the theme ‘The Development of the Career Teacher: Professional Responsibility for Continuing Education’ was held in Washington, D. C., December 13–14, 1963. The AGU Executive Secretary attended as a representative from the American Geophysical Union. About 300 gathered at the opening general session where Don Davies, Executive Secretary of TEPS, presented an address entitled The ‘TEPS Program,’ followed by an address by Roy A. Edelfelt, Associate Secretary, on the subject ‘The Conference Task.’ The Conference then divided into fifteen study groups whose purpose was to develop ideas, identify problems, and suggest solutions.On the evening of December 13 there was a panel discussion on the subject ‘Continuing Education—A Look at the Conant and NCTEPS Recommendations.’ The science aspects were discussed by Wallace R. Brode, who suggested that ‘professional improvement’ might be a more acceptable term than ‘continuing education.’ There seemed to be general acceptance among the four panelists of the Conant recommendations rather than the TEPS recommendations. Following the discussion the Chairman, a former Executive Secretary of TEPS, took the opportunity to defend the TEPS paper.

Recruitment and Selection of Prospective Elementary and Secondary School Teachers

ONE OF the best statements of the point of view in the teaching profession regarding the recruitment, selection, and guidance of prospective new members is Chapter VII of New Horizons for the Teaching Profession, a report of a project sponsored by the National Commission on Teacher Education and Professional Standards (Lindsey, 1961). Titled Identification, Selective Admission, and Retention in Teacher Education, the chapter reflects the thesis that it is the responsibility of the teaching profession to determine what is required in training a successful teacher in terms of basic student characteristics before admission to the program, in recruiting and selecting candidates on the basis of this knowledge, and in exerting reasonable efforts to retain successful teachers within the active professional ranks. This point of view sets the stage for the research reviewed in this chapter of the REVIEW.

Predictions and Performance: An Experimental Study of Student Teachers

Dr. Wilk is associate professor of educa tion and assistant director of student per sonnel for research, and Dr. Edson is pro fessor of education and director of student personnel, College of Education, University of Minnesota, Minneapolis. The authors wish to acknowledge the important contri bution of Dr. Don Davies, Executive Secre tary, National Commission on Teacher Education and Professional Standards, and of Dr. Naomi C. Chase, associate professor of education, College of Education, Univer sity of Minnesota, Minneapolis, who as sisted in the planning and conduct of the study. The research reported herein was performed pursuant to a contract with the U.S. Office of Education.

National Education Association, National Com mission on Teacher Education and Professional Standards. Professional Imperatives: Expertness and Self-Determination. Washington, D.C.: Pub lished by the Association, 1962. 272 pp. Cloth- bound, $3.50; paperbound, $2.50

National Education Association, National Com mission on Teacher Education and Professional Standards. Professional Imperatives: Expertness and Self-Determination. Washington, D.C.: Pub lished by the Association, 1962. 272 pp. Cloth- bound, $3.50; paperbound, $2.50

Book Reviews

Abstract Campus U.S.A. by David Boroff. New York: Harper & Brothers. 204 pp. $4.50. Curriculum Planning for the Gifted edited by Louis A. Fliegler, New Jersey, Prentice-Hall, Inc., 1961, 414 pp. Disziplin in der Schule, Wiktor Gmurman, Volk und Wissen Volkseigener Verlag, Berlin, 1960, 228 pp., DM 4.00. (Translated by Hans Hoffman) Learning and Human Abilities: Educational Psychology by Herbert J. Klausmeier, New York, Harper & Brothers, 1961, xii + 256 pp. $7.50. New Horizons for the Teaching Profession edited by Margaret Lindsey, Washington, D.C. National Commission on Teacher Education and Professional Standards. 1961. 243 pp. $3.00 cloth, $2.00 paper. Perspective on Teaching, by Lawrence G. Thomas, Lucien B. Kinney, Arthur P. Coladarci and Helen A. Fielstra. Englewood Cliffs, New Jersey: Prentice-Hall, 1961, XVI and 432 pp. $6.75 (text edition), $9.00 (trade edition) Religion, Government, and Education, William W. Brickman and Stanley Lehrer. School and Society (1834 Broadway, New York 23, New York) 1961. 292 pp. $5.25.

Report of Annual Meeting of the National Commission on Teacher Education and Professional Standards, San Diego State College, San Diego, California, June 21–25, 1960

First Page

Certification and Professional Performance

In June 1959 the National Education Association granted funds for a special project to be sponsored by the National Commission on Teacher Education and Professional Standards. In scope, the New Horizons Project encompasses the same areas of responsi bility as those with which the Commission was charged at the time of its creation-re cruitment and selection of students, teacher education programs, accreditation, certifica tion, and the advancement of professional standards. In each of these areas, a national committee, with representation from all segments of the profession, has been at work for almost one year. The central purpose of each committee, and of the project as a whole, is to develop a rationale in support of the principle of autonomy for the profession and to define policies and action programs directed toward new and enlarged goals. The following paper is presented as an interim report of the Committee on Certification and Professional Performance of School Personnel. Although all of the ideas included here have been under consideration by the total Committee, not all of them have been approved. This statement must, therefore, be regarded as tentative. Its purpose, as a working paper for the San Diego Conference, is to provoke discussion.-EDITORS.

New Horizons in Teacher Education and Professional Standards

New Horizons in Teacher Education and Professional Standards