Reconceptualizing teacher education: Elementary education student teachers in a collaborative model of teacher education

In September 1989, the University of Illinois, College of Education and the Urbana, Illinois Public Schools implemented a collaborative project of teacher education which became known as the Urbana Year-Long Project. Eighteen teacher education students from the Department of Curriculum and Instruction spent a full school year in the Urbana schools, receiving method instruction from a team of university and public school personnel, while interacting with students in the public school classroom. This study examines the effect this extended practicum and innovative approach to methods instruction had upon these teacher education students, specifically in the areas of attitude, potential problem-solving ability, and exhibition of desirable teaching behaviors. Results of this study indicate that there is no significant difference between the students involved in this year-long collaborative project and the student who participated in the more traditional program of teacher education provided at the university. Further study of the project is indicated, and potential areas for future investigations are discussed in the thesis.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Cook, Allan Francis

Contributors dc:contributor

• Manolakes, Theodore

• Education, Elementary
• Education, Teacher Training

Statement dc:rights

• Copyright 1990 Cook, Allan Francis

Language dc:language

eng

Identifier

AAI9114211
(UMI)AAI9114211

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/20037