Contextual Teaching and Learning in Preservice Teacher Education.Report as inadecuate

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This paper describes a 3-year project that combines classroom and real-life experiences to change how teachers are taught and learn to teach. The University of Georgia's College of Education developed a teacher education model that teaches and places prospective teachers in the context in which they will work (the classroom) and in the context in which their students will work (community and workplace settings). Participants include college faculty, business and industry partners, school administrators, the local Chamber of Commerce, and academic and occupational teachers from six counties. This project emphasizes four types of activities: conceptual framework, professional development, program design, and evaluation. College faculty complete activities that teach them how to prepare future teachers to make classroom teaching and learning more relevant to the work world. They learn about current applications of content area disciplines in workplaces and what is expected of workers in today's work settings. Specific program components include: pre- professional courses, community work experiences, seminars, and disciplinary courses. Data collected on the program suggest that: students rate it highly and use the framework; faculty enjoy the learning activities and become aware of business and industry needs; and until this program, faculty had not thought much about business and industry needs. (SM)

Descriptors: College Faculty, Context Effect, Education Work Relationship, Elementary Secondary Education, Experiential Learning, Higher Education, Partnerships in Education, Preservice Teacher Education, Relevance (Education), School Community Relationship, Student Teachers, Teaching Methods

Author: Lynch, Richard L.; Padilla, Michael J.


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