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Office of Education (DHEW),Washington, D.C DOCUME.NT RESUME ED 027 284 By-Joyce, Bruce R. The Teacher-Innovator: A Program to PrepareTeachers. Section I and II. Spons Agency-Office of Education (DHEW),Washington, D.C. Bureau of Research. Bureau No-BR-8-9019 Pub Date Oct 68 Contract- OEC-0-8-089019-530 I 0) Note- 537p. EDRS Price MF-$2.00 HC-$26.95 Descriptors-*BehavioralObiectives, College Students, DecisionMaking, Democratic Values, Educational Environment, Educational innovation, Edurat;cnz!Sirategies, Individualized instruction, *Inquiry1 raining, Interperscno:Competence, LaboratoryTraining,Learning Processes, Models,OrganizationalClimate, *Preservice Education, Program Descriptions,Spontaneous Behavior, Student Teacher Relationship,Teacher Education, Teaching Methods Identifiers-Clark, Conceptual Systems ManualSub-Categories, Fifer, Hunt, Lesser, Piaget This description of a general programfor the preservice preparationof the teacher-innovator, developed as a sourceof ideas for thinking about and recreating teacher education,isorganized intofour parts. Part 1 contains introductory chapters which present definitionsof terms, a brief descriptionof the program, and general considerations of innovationand change in teacher education.Part 2 includes chapters describing the creationof school-university centers of inquiry(the basic prerequisite of the program);the use of the democratic methodand differentiation of instruction (within the conceptof group inquiry) as models throughwhich the program isdeveloped; and the development of a contactlaboratory for training experiences with children andschools. Part 3 (the body of thereport) consists of descriptions of the four basic components(derived from basic teaching processes) ot the program: interactiveteaching (using teaching strategiesand decisionmaking skills); institution-building (developing aninnovative organizational climate);innovating (developing teacher spontaneity andflexibility); and continuing teacherscholarship (studyingtheteaching-learning process and thelearningability of children). Descriptions of possible implementation, andevaluation problems and procedures are presented in Part 4. Source papersfor eath component are included. ED018 677 is a relateddocument. (SM) II 41111111.1111111111110/01111MINIMMIIMINIONINIvas-.-.. U.S. DEPARTMENT OP HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION cr) r\J THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE 0E-58021 PERSON OR ORGANIZATION ORIGINATING II.POINTS Or VIEW OR OPINIONS r\I STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. CD Final Report Contract No. OEC 0-8-089019-5307 (010) Projet .-')0:19 THE TEACHER-INNOVATOR: A Program to Prepare TPgchers by Bruce R. Joyce Teachers College, ColumbiaUniversity New York, New York October, 1968 The reseach reported hereinwas performea pursuant to a contract with theOffice of Education, U.S. Department of Health, Education,and Welfare. Contractors undertaking suchprojects under Government sponsorshipare encouraged to express freely their professionaljudgment in the conduct of the project. Points of view or opinionsstated do not, therefore, necessarilyrepresent official Office of Education positionor policy. U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Bureau of Research , -...morommoirMIMInvrrwrok.ormemorow Ii {-1.1 don.. I Superintendent of Documents Catalog No.FS 5.258:58021 U.S. GOVERNMENT PRINTING OFFICE WASHINGTON : 1968 El For sale by the Superintendent of Documents, U.S. GovernmentPrinting Office Washington, D.C. 20402 - Price $4.50 II CONTENTS page Part I. Matters of Orientation 1 CharterOne. Prologue and Acknowledgem..nts 3 ChapterTwo. Definitions: The Invention ofJargon 7 Chapter Three. The Teacher-Innovator: A Short Description of a Program forPreparing Educators 9 Chapter Four. The Teacher-Innovator: General Considerations and Rationale 31 Part II. The Program Structure 45 Chapter Five. The General Structure of theTeacher- Innovator Program 47 Chapter Six. Democracy as a Method in Teacher Education 51 Chapter Seven. The Differential TrainingModel040,00 57 Appendix: Chapter Seven. Differential Training in Teacher Education and ItsImplication for Increasing Flexibility in Teaching 65 Chapter Eight. The Teaching Laboratory: A School as the Center of Inquiry 85 Appendix: Chapter Eight. Can the School Becomea Center of Inquiry?Or A Design for Institution Building 111 Appendix: Chapter Eight. Developing the Inquiry School 135 Chapter Nine. The Sequence of theContact Laboratory 1.47 Part III. The Four Basic Components 157 Chapter Ten. ThetInteractive TeachingComponents 159 iii CONTENTS Page Chapter Ten-A. Instruction-,: Decisi)n Making 161 Chapter Ten-B.Models of Teaching: Mastering Nine Teaching Strategies 177 Appendix: Chapter Ten-B. models of Teaching 195 Chapter Ten-C Flexibility Training: Reaching the World of thP Learner . 243 AppendLx: Chapter Ten-C. Flexibility Training for Tearhers .275 Chapter Ten-D. The Social System of the Classroom .. 285 Appendix: Chapter Ten-D. Classroom Social Systems in Teacher Education 501 Chapter Eleven. Institution Building 295 Appendix: Chapter Eleven. Alternative Approaches to the Social Studies 107 Mn Appendix: Chapter Eleven. The Child and the Real World: The Role of the Teacher 317 Appendix: Chapter Eleven. Curriculum Reform Strategies in the World Affairs Domain 335 Chapter Twelve. The Innovator 347 Appendix: Chapter Twelve. Problems in the r"`"' Presentation of the "Real" Self 369 CONTENTS Page Chapter Thirteen. The Teacher-Scholar 44.4 391 Chapter Thirteen-A. Studying the World of the Learner 393 Chapter Thirteen-B.The Study of Teaching.064 395 Appendix: Chapter Thirteen. The Role of Inter- and Intra-Age Individual Differencesin Planning Teacher TrainingPrograms 407 Part IV. Implementation and Evaluation 467 Chapter Fourteen. Implementing the Program .6.6..6., 469 Evaluation 4/3 The Use, for Research in Teacher Education, of Developmental Studies of the Teaching Styles of Elementary Teacher Education Students 485 [:1 Part I Li Matters of Orieni7P17inll Chapters One through Four describe the program briefly and state its rationale L L I t J Chapter One Prologue and Acknowledgments This program was developed to be used as a somewhat clumsy heuristic device - an aid to thinking about teacher educatjon. We do not expect anyone (except possibly the principal author) to implement it as it stands, but present it ratheras a source of ideas for thinking about and recreating teacher education. The sources of ideas were many, for the task force was national in scope. A large number of people prepared sourcepapers or gave extensive consultation which contributed to the shape of thepro- gram. Several of the papers are included in the body of chapters or as appendices to them. Drs. David E. Wirt and Edmund V. Cullivan of Lhe Ontario Institute.for Studies in Education contributed the theoretical framework for the differential training model (Chapter Seven) and the rationale for studying "The World of the Learner" (Chapter Fourteen) respectively. Their papers appear as appendices to those chapters. In addition, the Flexibility Training Program is based on work originated by Dr. Hunt. Dr. Carl Weinberg of U.C.L.A. contributed much of the rationale for the Innovator component (Chapter Twelve) and his sourcepaper aDpears as Appendix to that chapter. Dr. Louis Smith of the St. Louis Regional Laboratory contributed a stimulating source paper on the social system of the classroom (Chapter Ten-D and Appendix Ten-D). D. Greta Nbrine, formerly of Hofstra University, created much of the simulated school and its decision-making tasks. Her tasks are presented in Chapter Ten-A, much as she wrote them. Drs. Elizabeth Wilson and George Ubdansky, both of the Mont- gomery County, Maryland, public schools, developed position papers on the creation of the School as a Center of Inquiry (Chapter Eight) and their papers are included. Dr. Thelma Baldwin developed a position on evaluation, part of which is included in the report, and also provided invaluable general consultation. Dr. George Brown, of the University of California, Santa Barbara, prepared an imaginative paper on the development of creativity in teaching. His long-time colleagueship has greatly influenced the principal investigator. .2/3 Dr. Berj Harootunian of Syracuse Universityserved as consul- tant and contributed, inperson and through his writing, many ideas that appear throughout this document. Dr. Ole Sand of the National Education Associationhelped to formulate the framework for developing the inquiryschool and strongly encouraged the future-orientation of theprogram. Within TeacherstCollege there werea host of contributors. Professor Arthur W. Foshay shared the problemsof thinking through the entire program. Gerald Weinstein contributed the original idea for building a component focussedon the social system of the class- room. Drs. Clark Brown and Katherine O'Donnell developed the 1967- 1968 preservice teacher educationprogram into a laboratory that developed and tested many of the elements of theprogram. The demo- el:ttUe- pruceban.odel (t udeilt-facult,y go-verhed plObiam) wa6 the simulated school tested, anda candidate-operated summer school was presented to city children under the leadership of Dr. Brown and Miss O'Donnell. They showed how to develop a teacher education program as a "center of inquiry." Professor Jonas Saltis contributed a positionpaper on the teacher-scholar and valuable consultation to Dean Foshay. Professor Elliot Avedon developed "The Teaching
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