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While the university-school connection has gained credence in teacher education, the quality of field experiences and the mentoring available in the placements is an important issue. Private schools in India are in the forefront of reform and innovations but are minimally involved in teacher education, presently the sole responsibility of colleges of education. Nonetheless, they could provide support for prospective teachers as sites for field experiences with practitioners playing the roles of models and critics. Barriers to their participation include lack of communication between teacher educators and teachers, perception of quality of preservice teachers, and a culture of hierarchy which places teacher educators above teachers. Clarification of roles can be inclusive of practitioners while maintaining the dignity and status of teacher educators. National and state organizations should equip teacher educators with interpersonal and entrepreneurial skills to enable them to establish relationships with private schools at both systemic and personal levels. (Contains 16 references.) (Author/SM)

Descriptors: College School Cooperation, Elementary Secondary Education, Field Experience Programs, Foreign Countries, Higher Education, Preservice Teacher Education, Private Schools, Student Teaching, Teacher Educators











Autor: Ramanathan, Hema

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9130&id=ED464071







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