アメリカにおける大学院レベルでの教員養成の特質と課題

DOI Web Site 被引用文献1件

書誌事項

タイトル別名
  • The Features and Problems of Graduate Level Teacher Preparation in the U.S.A.
  • アメリカ ニ オケル ダイガクイン レベル デ ノ キョウイン ヨウセイ ノ トクシツ ト カダイ

この論文をさがす

抄録

<p>  The purpose of this paper is to consider the features and problems of graduate level teacher preparation in the U.S.A. The idea of preparing teachers at graduate level for their initial certification did not originate in the current debate on teacher preparation. Historically, there have been many proposals and programs for graduate teacher preparation at various times, but they have not yet become mainstream in the U.S.A. This paper focuses on the reason for the difficulties in realizing graduate level teacher preparation.</p><p>  During the 1930's, the Master of Arts in Teaching（M.A.T.）program was developed at Harvard University in order to attract talented liberal arts students at graduate level. During the 1950-60's, M.A.T. programs and other graduate level programs flourished because foundations such as Ford provided funds to bring talented liberal arts graduates into teaching because of teacher shortages. But as the shortages ended and the funds ran out, many of these programs were eliminated. And in the 1980's, issues relating to teacher preparation became a focus. Even though these programs were set up with inadequacies in subject studies, professional studies, and field experiences, some of the schools of education developed a graduate preparation program as a professional education. From the 1990's to the present, the teacher shortage has again become a serious problem and the education schools have developed a variety of graduate level programs.</p><p>  From the investigation of literature and case studies on the two-year certification and the Master's degree programs at the University of California-Berkeley and the University of Washington-Seattle, this paper found the problems concerning graduate level teacher preparation are as follows: 1）the size of the programs―they are too small to staff public schools: 2）the question whether full time study is necessary for graduate preparation; 3）the continuity and integration between the undergraduate and the graduate levels so that talented undergraduate students can enter the teacher preparation program at the graduate level, and; 4）collaboration between the university offering the graduate preparation and the school districts so that these talented program graduates can teach in the areas where they are needed most.</p>

収録刊行物

被引用文献 (1)*注記

もっと見る

関連プロジェクト

もっと見る

キーワード

詳細情報 詳細情報について

問題の指摘

ページトップへ