Improving teacher education, some directions

The central challenge to teacher education today is the establishment of an appropriate balance among the institutional forces which impinge upon it-schools, the practicing profession, and higher education. Without clarification of the roles appropriate to each and without effecting a balance among them which reflects their unique potential contributions, the future of teacher education is bleak. Teacher education, while dependent upon schools, colleges, and the profession, is not the principal business of anybody. The major segment of preservice teacher education continues to be provided within colleges and universities. Yet the responsibility has seldom been accepted with the kind of emphasis and enthusiasm that suggests that the institutions view teacher preparation as an important responsibility. Although the financial survival of many small colleges is dependent upon their programs and enrollments in teacher education, budget allocations seldom reflect this, and priorities for staff and facilities point elsewhere.' James C. Stone has referred to teacher education as a stepchild, unwanted by the colleges,2 and an increasing number of educators concerned with this neglect have urged a return of teacher education to the public schools, a plan reminiscent of the city teachers colleges

Balance (ability · Enthusiasm · Higher education · Mathematics education · Neglect · Pedagogy · Plan (archaeology · Political science · Principal (computer security · Public relations · Sociology · Teacher education · Diverse Educational Innovations Studies · Psychology · Teacher Education and Leadership Studies

• Breakthrough in Teacher Education

  Alvin P Lierheimer, James C Stone•The Journal of Higher Education•1969

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