Three scholarly efforts, in addition to kindergarten through grade 12 research, are necessary before research and development is likely to improve teacher education. First, systematic development efforts must be undertaken to reexamine and translate elementary-secondary research findings into articulate sets of curricula for teachers. Second, research must be conducted to indicate how adults, including, but not limited to, teachers, can be taught the skills found beneficial to their professional activities. Third, systematic attention must be given to the way in which goals for teacher education are determined. The role that each of these three research and development areas must play in improving teacher education programs is examined, and the means by which educational research may be put into practice are discussed. (JD)
Authors
- Authorizing Institution
- Michigan State Univ., East Lansing. Inst. for Research on Teaching.
- Peer Reviewed
- F
- Publication Type
- Reports - Research
- Published in
- United States of America
- Sponsor
- National Inst. of Education (DHEW), Washington, DC.
Table of Contents
- SPONS AGENCY 1
- PUB DATE 1
- CONTRACT 1
- AVAILABLE FROM 1
- EDRS PRICE DESCRIPTORS 1
- ABSTRACT 1
- DOCUMENT RESUME 1
- Lanier Judith.E. Floden Robert E. 1
- Michigan State Univ. East Lansing. Inst. for Institute for Research on Teaching College of 1
- Education Michigan State University 252 Erickson Hall East Lansing MI 48824 300 1
- MF-0.83 HC-3.50 Plus Postage. 1
- Curriculum Development Educational Objectives Educational Research Elementary Secondary Social Factors Teacher Education 1
- Education Higher Education Learning Processes Professional Education Research Utilization 1
- Reproductions supplied by EDRS are the hest that can be made 1
- Wwork in at-- 10
- Lacherg. 17
- Cronbach105 studies of only a 23
- 6Otheimprovement of teacher 24
- A list of 39
- Gage N. CrawfordJ. 53
- 4. Florio S. 53
- Brophy J.-Evertson.C. Learnfn 54
