A STUM’ CW STUDENT TEACHENG PROGRAMS {N ENGLQNF} Thesis for me Emma 0% Ed. D. MICHiGAN STATE UNFfiRSITY Albert Pugh 1963-3- THESiS LIBRARY Michigan State University This is to certify that the thesis entitled A STUDY OF STUDENT TEACHING PROGRAMS IN ENGLAND presented by Albert Pugh has been accepted towards fulfillment of the requirements for Ed.D. degree in Education «Za/[Lm 6 flé/zé 12/ Major professor Date 11/24/64 0-169 1.4%; \L 3 II. no.- .A . a.» “U .........h.. x 'LCV'l‘ T‘ rkc‘vrt“ hlgv C I I l A El ULY CF STL’EF‘I‘JT 'I‘Eacungg PFOGFANS IN ENGLANE By Albert Pugh This is a descriptive study of student teaching in anland. The data for this study were obtained from the information gained through a three month stay in England. Several methods were employed in collecting the data for this study: (1) personal interviews with faculty members and students; (2) observation of student teaching programs; and (3) the use of related literature. There are two main routes into the teaching profes- sion in England; one is a three year non—degree course offered by the training colleges to educate men and women for elementary and secondary positions. The other is a three or four year degree course offered by the university departments of education in educating men and women mostly for secondary school rositions. The majority of teachers in anland receive their education from the training colleges. The focus of attention in this study is on student teaching erograms in the training colleges. Albert Pu:h Student teaching plays an important role in the total teacher education program in England. In the train- ing colleges the student teaching eXperience generally consists of thirteen weeks of block practice which is divided over the three year teacher education course. This involves a gradual process where periods of classroom observation precede the block yractice and heles introduce the student teacher to the complexities of teaching. The majority of teaching assignments are within com- mutingP distance of the College which allows the student to return to campus each eveninx. The English institutions of higher education Operate under a snpervisory system called tutorial system. In this arrangement the college student receives close szervision and guidance in all ghases of his colle e program. Vvery faculty member must accept the eersonal deveIOQment of every student as his :rimary Concern. Pegardless of sub- ject taught or department represented it is general practice for each faculty member to take an active part in the super- vision and evaluation of student teachers. The letter grades of A throuSh E and a written report are used in evaluating the student teacher's performance. This evaluation is made by the coonerating teacher, princi— pal, and college suyervisor working as a team in assessing the student teacher's work, however, the college SUpervisor (all/Ll‘l. iUlI has the reshensihilil} of 3iving Lnu linai grade in sindvnt teaching. QLv coojrruiin; teachv1s are net acid for iicir Wblk 111 ilu‘ SliJCGltl tanichiiu; }I«I;itmn Ingr axre tileir" teatlzilr, lotuis reduced. Lunnrally‘flm) look upon Unit‘rtle as aiuwlim till i l (3 S‘(: I‘\’ i,<: L? t (J 1 i;¢: i (‘8; c:i:.i I] f ;: r“t7 f‘c' 5‘2. 1 (ill L2 rtii :1 1 a l‘(: t1<> 1'1; Li L (; serve. The uniyrrsii} departmenis of «Cncaiinn student 1 €:aic:i.i_lzr; :‘1‘(:h;1‘:2:n;. (2:)(:I‘L\l v! i I] nxtzz ii i llt‘ E‘Ltni(r Hillilll! 1‘ L15: 1 1:2: training colic e. howyvcr, htcau;v th‘ uniVorsiLy Ceynrtw lH(llL elf infu< at i(ni (ZVtif:~€ .irs iktl' a 011v 3(3di‘ ;)L1‘i<~d arid offered tr: UH" l.1tliV(‘t"E‘i.l)‘ (1031130. Siudl‘nt, ilzt'l’i; are bell?“ major dlthFQHCOSo {finw<;iffcrencu i: 311 Mac Conecnirviitqi of tw«lv« WKWflxS ()f siLuIvzd. tou<flairu; exti‘ a [Huxu nuiiih LA ritxi. "Ezesn‘ twelve weeks are divided into two block practice gvliozs. line first jEEEl Uiiee WEMI; Lelia”; counir;_in the liali tcxmn arid. tiae S()C(:Hfil i.s fkgr a. Ilirn; \fCiFR Lm.ri or: i_n tine glgri n;‘ ichmn. xknoijiur (iiiiksrernae in;lwawwi tile LULlVClTSll)‘ Ce filtlnh hi of education student and the training collr;e student is iiiext ti‘c‘ lJilj_V«: of” this IN) is CX3Cctcxl‘in 8551mnugyrhater iwfqnnisibilii}"enm} at a Inucfll f1;si<ér 1”at(:. Kin; eniiit> sysich113f ttwwfivcr ediunviion itilni Land 3: Aibert Pugh undergoing changes brought about by the needed expansion of the teaching force and by new emphasis placed on teacher education. Educators see a need for imgrovement in the existing teacher education programs and are striving for the best program that is possible. Copyright by Albert Pugh 1965 ‘ - I V7 - ~ 1 \ - I 1 v, \IA’l ci‘ v k; c in J -L --1rxv. t' . . ~- \ o ‘ I «L \n\l' £3\-.. 1. A... _ “‘3‘ 5.1 hr;- rt l‘u‘j; I: cubmitted Lu Licidjgui Staterijliverait)! in partial fulfillment of the requiremenis fol‘tflle desxxn: o1 gTT‘C} CF PLVCATLQA (oiltge of Education 1 :5 (1,1: ACKNOWLEDGMENTS The writer wishes to eXpress his great appreciation and sincere thanks to his guidance committee, Dr. Calhoun C. Collier, chairman, Dr. Charles A. Blackman, Dr. William K. Iurr, and Dr. Crden Smucker for their encouragement, inter- est, and guidance throughout the entire study. In addition, the writer wishes to express his sincere thanks to the staff and students at the training colleges and university departments of education he visited while in England. Without their c00peration this study could not have been completed. TABLE OF CONTEKTS CIIAPT BF. FAG E I O INTFOII UCTICN O O O O O O O O O O O O O O O O O O O 1 iii Statement of the Problem . . . . . . . . . h Review of the Literature . . . . . . . . . U Need and Significance of the Study . . . . 7 Pelimitations of the Study . . . . . . . . 8 Definition of Terms. . . . . . . . . . . . 9 Organization of the Study. . . . . . . . . 11 PROCEDUFE. . . . . . . . . . . . . . . . . . 12 Setting up the Study . . . . . . . . . . . 12 Procedure Used in England. . . . . . . . . 16 Summary. . . . . . . . . . . . . . . . . . 19 DATA ANALYSIS. . . . . . . . . . . . . . . . 20 Introduction . . . . . . . . . . . . . . . 20 The Training College Curriculum. . . . . . 21 The Length and Design of Student Teaching. . 2U Selecting a Cooperating Teacher and Her Hole in the Student Teaching Program. . . . . 28 Supervision of Student Teachers. . . . . . 31 Lesson Plans . . . . . . . . . . . . . . . 35 Evaluating Student Teacher's Performance . . 38 Acceptance of the Student Teaching Program . bi University Departments of Education. . . . . MB CHAPTER ' P-GE IV. THE FUTURE PATTERN OF STUDENT TEACHING PROGFAF-ES IN ENGLAND. . . . . . . . . . . . . . . 1418 V. SUMMAPY, IMPLICATIONS, AND NEFD FOP FURTHER FESEM—‘CH . . . . . . . . . . . . . . . . 5n Summary.....................511- Implications . . . . . . . . . . . . . . . . . . 57 Need for Further Pesearch. . . . . . . . . . . . 61 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . 6n APPENDIX A. Information on Suggested Iiary Entries. . . 66 APPENDIX B. Information on Case Study Cutline . . . . . 69 APPENDIX C. Information on the Content of the Essay . . 7b APPENDIX D. Examples of Evaluation Forms. . . . . . . . 78 iv CUAPTEF I' INTFOBUCTICK Much has been written in the professional journals and books about student teaching in the United States. A number of state and national organizations represent student teaching in this country. These organizations help promote the im,ortant role student teaching plays in our total teacher education scene. The college student normally accepts his student teaching eXperience as a very important part, if not the most important part, of the college program. He is eager to get into the classroom to try out the theories learned in the professional courses. Student teaching is an integral part of the teacher education program; it is a central focus of the program and not just a culminating activity. Intended teachers must have Opportunities to meet children and teachers in the environment of a school if they are to under— stand the complexities of teaching. The investigator has been associated with student teaching programs in this country for the past five years. {is deep interest in student teaching stimulated his desire to know how student teaching programs were handled in other countries. This interest was stimulated further by attempting to find answers to the following questions: So all countries Operating a teacher education program use student teaching as a part of their program? If student teaching is used, do their programs function in the same manner as ours? What are some of the important differences between our student teaching programs and those of other countries? The country the investigator was particularly inter- ested in was England. He had been there for a short time during World War II, had friends living there, and for the practical reason, there would be less difficulty with the language barrier. At the same time his interest was gradually mounting to attempt such a study, he met an Englishman enrolled with him in the 1961 Michigan State University Summer Session. In England this person was on the teaching faculty of a col— lege and was here for the summer. The investigator had an opportunity to talk to the English educator several times that summer in an attempt to find the answers to some of the questions he had to ask about the English educational system. It was pointed out that student teaching exists as a part of the teacher preparatory program in the English institutions of higher education much in the same way as it does in the United Stateso During this same summer session the investigator attempted to find out what the literature and research had to say about student teaching in England. He could find nothing that indicated student teaching was a part of the teacher preparatory program in England. In need of more certainty that student teaching existed in the educational prOgram of England, he wrote to an English friend employed at a college near London. Within two weeks the reply to this letter informed him that student teaching plays an important role in the teacher education pregram and the greatest number of participants of this pro- gram would be found in the training colleges and not the universities. This was found to be true as the researcher progressed with the study. Since there seemed to be no literature available that dealt Specifically with the topic of student teaching in England, the investigator thOUght it would be a wonderful opportunity and challenge if he could investigate this topic where it is taking place, in England. Such a study would afford the investigator an excellent chance to see student teaching and the entire English educational system in ooer- ation. A leave of absence was given to the investigator for the fall semester of 1962 from his position at Central Nich- igan University. This meant he had a year in which to get the ground work set up before leaving for England. & STATEMENT OF THE PFCELMN This is a descriptive study of student teaching in England. REVIEW OF THE LITERATURE A survey of the literature revealed a number of pub- lications which were concerned with teacher education in England but very little attention was given to the Specific area of student teaching. This literature did help to clar- ify the setting in which the teacher education program oper- ates. It should be recognized, however, that any attempt to present a simplified description of the develOpment of teacher education in such a complex educational system leaves much to be desired. In England the first systematic attempt to train teachers started at the beginning of the nineteenth century in the Monitorial Schools of Lancaster and Bell. These two men, Dr. Andrew Bell and Joseph Lancaster, devised a system where-by older pupils were employed as teaching monitors under the supervision of a single teacher. With the use of this technique it was believed that a school of a thousand pUpils needed only one adult teacher.1 1H. C. rent, The Training of Teachers in the United Kingdom (London: Longmans, Green & Co. Ltd., 19627, pp. 1—2. The Monitorial system soon became very popular and in 1810 Lancaster established in Borough Road in south London a large "Model" school for the purpose of training teachers.2 Improvement in the monitorial system was later brOUght about by Sir James Kay-Shuttleworth. Jeffreys reported that: The deve10pment of training colleges in this country is mainly due to Dr. J. P. an (Sir James Kay-Shuttle- worth). He was first reSponsible for the pUpil-teacher system, which was an improvement on the monitorial sys- tem but lent itself to the typical practice, about the 18505, of staffing a school with one teacher and a number of pupil teachers or "assistant teachers" (i.e. those who had just completed their apprenticeship). It was Kay-Shuttleworth who first pictured the weight of public education resting fairly on the shoulders of adult teachers, not on those of older children. The education of teachers might still begin at a young age; but there must be a sufficiently long apprenticeship before they became fully qualified. The pattern for the modern training college had been laid down. Jeffreys goes on to say: There was a gradual tendency to shorten the pUpil— teacher's apprenticeship, and to postpone each step in the teacher's training, until it became normal for the intending teacher to remain at a secondary school until the age of seventeen, and then proceed to a training institution with or without a year's interval of prac- tice teaching. The first college to be provided by a local education authority was established in 1901i.4 In the early years of this century university depart- 2Asher Tropp, The School Teachers (London: Nilliam ~‘ Heinemann Ltd., 1953), p. 7. _ “L. . m . . “m. V. C. Jeffreys, Tevolution In leacher-Training (London: Sir Isaac Pitman & Sons, Ltd., 19517, p. 5. 1: 'Tbid., p. 6. O\ ments of education were established in the new universities coming into existence. After three years of undergraduate work at the university, the degree student could receive an additional year of professional training in the university department of education. Many changes have taken place in the English educa- tional system since the establishment of the first training college in 190M. Probably the most important single docu— ment in English educational history to affect the training of teachers is the McNair Feport of 19bh. This is sometimes referred to as the Educational Act of 19bt.5 Pesides making recommendations concerning the recruit- ment and remuneration of teachers which has profoundly affected subsequent policy, the McNair Report lengthened the teacher education programs from two years to three years in an effort to improve teacher education in the training col— lege for elementary and secondary teachers. This went into effect with the beginning of the 1960-61 academic year. With the additional year added to the program a new three year curriculum had to be devised. The majority of teachers in England receive their training from one of several types of institutions. During the academic year of 1961—62 the enrollment and the number 5y .‘I. inistry of Education, Educ :ien in Pritain (London: Her Majesty's Stationery Office, lfisy, a. 0. (placed in parentheses after the enrollment) of these insti- tutions were as follows:6 1. University Tepartments of Education 3,??? (2b) 2. General Training Colleges 31,967 (ll?) 7. Specialist Colleges A. Pousecraft 2,11” (15) B. Physical Education 1,2hh (7) h. Art Training Centres 551 (16) 5. Technical Teacher Training Colleges 525 (h) This review of literature gives an indication of the setting in which the present student teaching program func- tions in England. NEFD ANY SIGNIFICANCE CF TFE STUFY . There is a definite need for this type of study. It will show how student teaching is practiced in England and its place in the educational scene. It will give us an effortunity to examine student teaching in another culture and encourage educators to take another look at our own programs. It will provide a basis for understanding our own student teaching programs better. The value of this type of investigation lies not only 6Ministry of Education, Statistics of Education, Part II: 1961, (London: Her Majesty's Stationery fffice, 1962), p. 3. - in the dis semination and exchange of information regarding student teaching in England, but it also gives impetus to further research into the English student teaching programs which up to this time has been seriously neglected. EYLDlITATlCKS CF THE QTULY In this study certain limitations are inherent in the investigator, the situation, and method used. The fol- lowing delimitations are recognized: 1. The study was limited to the information gained from a three month stay in England observing and studying student teaching. The study was limited since there was very little literature available dealing Specifically with the tonic under investigation. This study involved the use of the interview and observation technique. Like any other research technique, the use of these techniques is subject to criticism. For example, interpretation of the reSponse, condition of the interview, and skill of the interviewer must be considered. It is also possible that with the employment of obser— vation techniques the investigator would not deal with the data in a completely objective manner. This might be due to his working with student V) teaching programs in his own country. DEFINITION CF T"?“~IS There are certain terms to which frequent reference will be made throughout this study. As there is consider- able Confusion among educators of anland and the United States over the meaning of some terms related to the area of teaching, it seems necessary to clarify their meaning and usage with reSpect to this study. For purpose of clarity all persons in this study will be referred to as males with the exception of the COOperat- ing teacher. However, when direct quotes are used the gender will remain unchanged. Terms that are a part of the educational system in the United States will be used throughout this study. Teacher Education: The process of preparing young peeple to enter teaching. In England this is called teacher training. Student Teaching: The period or periods of super- U} vised teaching wnen the student assume resyonsibility for the work with a given groun of learners for a given length of time. This is generally referred to in England as teaching practice. Flock Practice: A number of uninterrupted weeks of .tudent teaching. At this time the student is generally I free from all other college course work. Student Teacher: “his is any college student engaged in the Specific exocrience defined as student teaching. Egpoerating Teacher: The classroom teacher in a public or private school who has the primary resQOisibility of guidinq the student teacher in his student teaching eXperience. Col 'u-I eta funervisor: Any member of the college staff who supervises the student in his student teaching exeeri- ence. In the English education system this }erson is gener- ally referred to as the education tutor, education lecturer, or subject matter Specialist. Principal: The person who is in charge of an ele- mentary or secondary school. In England this person is referred to as Headmaster. Lesson Ilans: A systematic plan prepared by the student teacher before teaching a specific lesson which aids him in his teaching. This is called lesson notes in the English education system. Student: This is the college student. Children: These are the boys and girls in the ele- mentary or secondary schools. Fvaluation: The process of appraisin the student .4- u teacher's work. This is referred to as assessment by an- lish educators. ll OFCAKIZATION OF THE STUDY This presentation has been divided into five chapters. Chapter I deals with the general nature of the problem, review of the pertinent literature, the need for the study, the delimitations of the study, and the definition of the terms used in this study. Chaeter II describes the nroce- dure used in setting up the study before leaving for England and also the procedure used to carry out the investigation while in England. Chapter III covers the nresentation and interpretation of the data on the student teaching program under study. The future pattern of student teaching pro— grams in England is dealt with in Chapter IV. Chapter V consists of a summary, implications, and suggestions for possible future research. JYLAFTTRW.iII 3 r) o m r 1 r- d m Settinr us the study. In January of 1962 a letter - was sent to the Association of Teachers in Colleges and Departments of Education in England.1 It informed them of the investigator's desire to Spend three months in England during the autumn of 1962 to visit some of their colleges and universities for the gurgose of studying their teacher education programs and specifically the area of student teaching. At this time he requested a list of their insti- tutions involved in teacher education. Two weeks later a letter and a booklet were received from them.2 They welcomed his visit to their country and offered to help in any way they could with the study. They mentioned at this time that the majority of teachers in England were educated in the training college and only a very small per cent received their education in the univer- sity depar ments of education. 1Association of Teachers in Colleges and Bewartments of Education, 151 Goner Street, London, W.C. 1, England. 2Association of Teachers in Colleges and Departments of Education, Association of Teachers in Colleges and Ienartments of Education, TBristol: General Tublishing Syndicate, lfh27 12 The booklet they sent contained a complete list of institutions in England that are taking part in the teacher education program. Listed under the title of each institu- tion is the name of each faculty member and the subjects he teaches, the location of the institution, and the Fresident or Iean's name. It was also evident from the course offer- ings whether the institution was classified as a Specialist or a general traiifitu; college. Also fuwwn the number of‘ faculty members listed under an institution, one received an indication of its size. The yrocess used in selecting the institutions to be visited involved several steps. The following factors were Considered: size, geographic location, and type of institution. Fepresentation of different sizes was desired. It was also important that a good geograghic cross-section of England was employed in this study and it was essential that,'the nuijoritgr of lllO lJlFtltlH ions cilectxui for‘ this? studyr were classified as general training colleges, since the bulk of the teachers receive their education in this type, and only a few university departments of education were to be included. Luring the first part of February 1362 Heads of thirty selected training colleges were contacted by letter, as were the Department Heads of six university departments of education. Permission was souSht to visit their institu- tion for a two or three day period in the autumn of 1962, and the Specific interest in student teaching was mentioned. It was Imped that a sufficient number of replies to these letters would allow for the final selection of sixteen training colleges and three university departments of edu— cation to be used for the study. By April of 1962 replies had been received from all thirty-six institutions. The majority of the letters men- tioned their interest in the study and welcomed the investi- gator to their college or university. The letters stated in general that the investigator would be able to observe stu- dent teaching programs in Operation, be free to visit classes on campus, and arrangements would be made for him to visit with staff members and students. Three training colleges mentioned conflicts in their programs at the time of the intended visit, so they preferred not to be included in the study. Also, one other training college informed the re- searcher that they would be in the process of moving to new quarters at the time of the planned visitation and any visit at that time might not be too beneficial. One training col— lege wanted a definite date set several months in advance of the visit while all others required only a week's advance notice. From these thirty-six replies the researcher selected sixteen training colleges and three universities that he thought could best fit into a three month visitation schedule and also present a clear yicture of the English student teaching program. Ierinite dates were made two months in advance for Visits to the first two institutions in the schedule; there would not be time to Contact them in advance after arrival in England. A list of questions and topics dealing with student teaching was prerared for the investigation. Since there had been no literature available on the SpelejC area of student teaching practices in England, it was necessary for the investigator to plot the questions so they would include all phases of student teaching as related to his own exha- riences in working with student teaching programs. This list included such tonics and questions as the following: 1. In terms of days and weeks, what is the length of student teaching assignments? 2. Are student teaching exyeriences divided into a nUmber of parts or phases? 3. Now are the student teachers sunervised? h. Are lesson :lans used by student teachers? 5. Wow many student teachers would a COOQerating teacher work with each year? 6. Loos the COOperating teacher receive a payment for her services in the student teaching program? 7. Is the cooperating teacher's load reduced when working with a student teacher? 8. What degree of reSponsibility is assumed by the student teacher in the classroom? 9. What is the COOperating teacher's role in the student teaching program? 10. What peOple are involved in the evaluation? What methods and techniques are employed? 11. What effect does the student teaching program have on the teacher, pupil, school administrator, and the Community? 12. Is student teaching an on— or off-campus oper— ation? If off-campus are there tranSportation problems? 13. Are conferences used between student teacher, COOperating teacher, and college SUpervisor? lb. What is the significance of student teaching to the total teacher education program? The investigator arranged all the questions and topics on one sheet of paper allowing Space for recording the data collected during the investigation. Information from each institution visited was recorded on a seoarate sheet. Procedure used in tnjland. A rented car was u ed for U) the three month period Spent in England so the visitations to the institutions would be free from schedules of trains and buses. The following is the general procedure used for the investigation: 1. The institution was contacted by phone a week in advance of the visitation. l_I:~.on arrival at the institution at 9:30 11.32., the investigator met ufiifli‘U1e Toad of the training college or the Scan of the university department of education. This meeting generally lasted for an hour. The investigation was discussed and a brief history of their teacher education program was given. During the next hour a staff member associated with the student teaching program took the inves- tigator on a tour of the institution. At this time the investigator was free to ask questions and receive printed materials on various phases of the teacher education program. At 11:00 A.M. the investigator met in the faculty lounge with the staff. At this time questions were directed to him about teacher education in the United States; he also had an opportunity to discuss their programs. The investigator had lunch with the staff at 12:35 F.N. in their dining room. 6. .In the afternoon of the first day and for the most part of the entire second and third days the investigator's time was taken u} with one (usinore of‘tlué following: (I) attendirr; lec— tures, (2) observing student teachers in the local schools, (3) discussing teacher training}; with faculty or grOUps of students. 7. Cccasionally the investigator accepted invita— l iorn< to \Lisit; witfii atuilt3rrnenflx>rs in tlieii‘ lionnis. e. At the end of each day the data were recorded in the pregared notebook. This notebook was not used during the interviews since the list of questions and togics had been memorized. 'a'hen necessary, however, notes were made on pocket cards during the day. C. Approximately ten hours each week were Spent in college and university libraries in search of related literature. l0. Frequent visits were made to caijS and city bookstores in search of related literature. It was necessary to siend two or three days at many of the institutions during the early weeks of visitation. ITOWevery {is an accumniitance “4113 their riwxgrams (hflnaloped, ; it was found that one or two days at an institution Would furnish the information sought. Eurinj the later visita— tions the investigator became more orientated and felt a much better job of questioning and evaluating took place. SifikAFY The data for this study were obtained by several methods. The greatest portion was collected through the researcher's personal contacts and interviews with college and university faculty members associated with student teaching. The many opportunities the researcher had to observe and talk to student teachers during their student teaching eXperience proved to be most valuable. A number of times it was oossible for the investigator to discuss student teachinj with small 5rouys of collefie students in the college lounfie. A limited amount of data were obtained from brochures. The college yrosyectus generally gave a description of the college, course offerings, and entrance recuirenents, but in most cases nothing Sgecifically on student teaching. The analysis of data will be presented in Chapter III. CIEAF’I‘ER III Introducticni There are two main routes into the teaching pro- fession in England; one is a three year non—degree course offered by the training colleges to educate men and w0men for the infant (age 5-7), junior (age 7—11), and secondary (age 11-15 and beyond) schools. The other is a three or four year degree course offered by the university depart— ments of education in educating men and women mostly for secondary school positions.1 It has been pointed out in Chapter I of this study that the majority of teachers in England are products of the training college. It is the training college student teaching program this study is concerned With at this time. A brief account of the uni- versity teacher education program will be dealt with later in this chapter. The sixteen training colleges viSited by the researcher in anland had an average enrollment of #92 students; the largest enrollment was 689 while the smallest 1Albert FUgh, "Teacher Preparation in England," Improving College and University Teaching, Vol. XII, No. 2 (Spring 19537, 121-122. was 25-3. Cne college was for men, tl‘ree were for women, and twelve were co-educational. I'Y‘ Y"! 1" fi‘T‘ a ' ‘fw C A 7 ‘V hf‘v h C vv-y' 1‘ w—fw L. {:3 7 I 1 cg . V - .4 _ 4 ~.. .1 i .4 . HI:\IIJ L 44...;‘4- ,4 pl '1 LKJ L -1 TWHB purpose of the {IYUJHJKj college curricullmilnas been stated by the Association of Teachers in Collefes and fefartments of Education: A Training College has a twofold character. It offers the student an Ofportunity to continue his own educatdxnfi, whether 1J1 subjects t0k£fll£it school or iii others not hitherto taken by him. It also provides a professional training for him as a :rosgcctive teacher; this as;ect of his weft includes the study and yractice of education. The term 'ccncurrent course' has been zuiortrm? to chascritma lwis lu11fl€TI concr;“tior1\flzich includes both gersonal and grofessional education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . It gives ogfortunity for the full devcltlnnJit of skills and gifts, and it (nables the student to erlorc the f‘zrincig‘les and attitudes underlying the art of teaching. Tembership of the community is also an im;ortant factor in the Training College life; most Colleges have a Students' Union which erfianizes games, cultural soci— etixas amid (Niger zxctiw/itixgs, 2111 ()f udiich (anirjlgutez to the liberal iature of the education given.5 The elements of a training college course vary in amount according to the age range the student is preparing to teach. The following is an example of a three yerr college course: I r“ v I u - Q o \l) ‘he frinCIfles eno yraclice of euncatloiz Psychology, ghilosoyhy, and sociology of educa- I" a o - rr ' - r )AFFCClfillon of ,eachrrs in Colleges and :CWCTlWQHlS of Education, Vendbeoh on Traininj for Teaching, (London: . fl 1 “—t / ' . . . . . Tethuen u Co. Ltc., l;bs , Wj. Xii-xiii. 4L Lion. (?) fxfiijcclz CCLH“SPS ZIVGiTJWFI': .irts aind Cutlfts, T710103)? , .hemi S? t 1‘)‘ , Dramatt i C Ari F , .‘i‘rljjl i Sh , .;Lstory, Scmr;raph)3 imaneral.zuni hatural.€k:ience, I-Zathematics, Nusic, I'hysi.(‘s, Physical Education, Feligious knowledge. Each student will select one subject from the above for his major and one . for his minor area of concentration. There are excepdixnws WhFHiél studexfl:inajors:i11 two snflijects. U) [N ‘0 v Proffiassioruxi CD!H”9“FZ TTealifli, gofxwi and ifriiteni Ens-Fish, and Elementary Blai‘immzitics are Cunnili— sory. In addition to his major and minor sub— jects, the student S:(‘1-_(‘C‘ti.“_~ other subjects Frmw the list above to meet his needs as a teacher. 0 "I - . - ‘. ' 'V'\ ' ‘ ' y. i”) 51'13‘411 “(‘3C7‘1Hfi: -(‘ricufs (rf O'N:PrVKltiflfli, wrnd.— irrj Witii small. :rcu_w?taf chilwfiren, Inn? at l(u:st five inericu’s 01‘ bl¢- i ii f‘c:1 Irzt=11 a: s i i; tz’ilil t. i (:21 (~i; o-i t iv<~ 5- ('7 would be able to use as evo;cratih¢ teacheis in itwir stu— dent teachihf grtgrum. “Hie cce;%niitinj {(tufl cr is lllrLTWW(:(jf tiJ stungid itwici:ri‘ si=e \vil.l i>e iveii Ext; \Vitli f-L\W?IL11 \vetflgs iii ativa¢z¢t3 01‘ his arrival. it is the giactice of man} training LeliPQC: at thi: timc to give the scheui and CQOQerating teachtr hacligrturm) initxinaticni on tiw; Stuchqat tanuJier ilu y “4.11 ho hating. Also, tht} receive “treasury :dliiCUJUrt on the student teaching rugram. 7lht: {Ii‘iniin C(wllefljes tiuit intVCé beta: cg_L111tiiqj fin: a Iltnifl)(‘l (’1' )"(;31 s in! 0:; L13 in:r iiif‘ .. _) 'l‘ 'amu greug of lotal SCHOLIE for placement of student teachers; then the formalities of receiving permissicnuzfrom the Imxnul Education Authorities; and yrincipal are not required. Kot every teacher in a school will function as a cooperating teacher in the student teaching program. The training college wants only teachers that possess certain qualities. The cooperating teacher must have a knowledge of teaching techniques and methods, good preparation in sub- ject matter, interest in education, have an uneerstanding of child growth and develonment, have at least three years of teaching CXperience, the ability to Work well in a super- visory capacity, and be the type of teacher that will hel; the student teacher Ceveloo to his fullest potential as a teacher. The teachers who are called U‘TOI’I to work as coo-Ler- ating teachers do so without receiving any form of monetary reward. This is a fractice observed throughout the anlish student teaching grograms. The teacher accepts her role as a coOperatinj teacher in good faith. She knew from the first day she stegped into the classroom as a teacher that some day she might be called upon to serve in this capacity. The Classroom teacher looks Upon the role of a cooyeratin: teacher as a valuable service she can render to the teaching firofession. It is general yractice for a cooperating teacher to receive no more :han one student teacher a year. At this time her rQ ular teacizing load is not reduced. '1‘ EL. m of (‘\ ’0 ('K If the student teacher has come to 1he er: student teaching; where he can accept the full responsibility of the classroom, he will, if it is necessary, act in the capacity of a substitute teacher for his ceo;eratin;; teacher. At this time he will he left in charge of the class, knowing hat the principal or other tea c1. er 5 within he building; will be near to give assistance if it is needed. Tit is the cooyera timr='tea cher's res;mm iliil ity to see that the student teacher receives the best exFerience rossible for his develeymcnt as a student teacher. She deeps this in mind when the stucent teacher is observing p-vd her as well as when she is observing him. She must be con- tinuously evaluatinj ier own teaching as well as the student teacher's. She gives free 13 of her time for periodic con- ferences with the student teacher and th: college suuer- visor. The closer she is to the stuCent teaching; situation the easier it is for her to assist the training College in the final evaluation of the student teacher's total per— f i n a l m formance. The role of the coo (ra ting teacher in thi evaliurtion Will in: eXplairux? later irliflris chapter‘lnnfer the heading of Evaluating Student Teacher's Performance. “UFET‘VICI’f-T CF STUDET.” T'“C""““ The training colleges in Ennla nfl Operate uncer a su-.:(:1‘vi gory .' - 2‘}: Lv.‘ :11 cal l- (s t h o C) CO 1.1L}; .. s (41(1an 1ch: l v d. Luixsrical. ixx LLH : a1111u14 r' 1_(n ruin (. 1' :‘(Z r* E (:(3 54 t) I‘ t j rx:(> ( f‘ ,— (ti and under more faryjng Circumstances than an5mnc else. is ready to aid him in developing teaching skills and tCth- IxIQLfl,s, lJnCerstzuwfiixyj {110 Q1r1(n15 :Jzatgus 017 Cld.ld.;:[LHVi‘ arml dCwaloynlet, zu:d, i1] 3(1}011L1, (H3v01(y;in9 inlc) (he };u:t teachvr possible. 11H: ccwuytqthjxxj t(%xch£uf SptHHF: Jw~ss LUIG 11955 t hnc i}: the (filaSSILWHn SIHH‘LViSiIU; as tin) StUUtHXL ta¢ufl;ur dcmmuistrattws Iris (Hailj.{) L0 auschflv mcn‘o 11?$3(n15i1)i]j Ly. 'ihwaUSI) ci¢n;s— room observation and perivdic conference: wiLh ihn student 1 (‘z\(:12(;1' 2xr1(1 (tc;1_1_(:¢4(: s;yp;,r~1‘\'i S'(»I , t l4£2 (:(3()L~t,1‘ixi 1.11;; i L £1CIiiL‘I‘ i :: aLLL(< 1(; Si V€3 a 531w:81. C(uxl 01‘ us~si Siiilufe L(J {1'0 sttxd(nxt teaching irugrcm. 1hc grincjpal is not as closc to the student tvuching Si.tJj€tt,i()ll i154 111c* (TO()L)LLFE!t 1x11; t(:ax:12e):, IJLIL i t i s. 1wi_5 I‘<~s§,(41- SiIJILilfi' to wae ilxxt tin: stubknlt t(%flChLlu$ DIW191&H1 is (Q3(T- zMJJn; SUCCQSSfU113'illlLiS building. 1R31mAktS occasional obxervaLJtnls of 11%. stU(nnmt teachvl‘aumiixas Culuklwnlccs Witil 1}u3 cocnugraliruf loaclun* and (leleg(: :upurxrlsur. 'lhu 1n‘1n- Citral is ready to 1101‘} in any way possible to make the L student teaching yrogram a success. A - n A Y1“.<‘F~\T 11" x. ’53 “J- L/ .— ‘.\ uk-. Student teachers are required to make out and use les in on flans for every lesson they teach. They are given I) let‘ arm} r“ J‘ assistance in this matter from twe cooperating teac college superviscr. The final approval is given by the college SUperviser. In the early stages of their student teachin "." K.) exgerience they Spend short geriods in barge of classrooms, therefore, their lesson planning eXperience is limited. As the student teacher moves forward in the vari- ous phases of the student teaching program, lesson plans grow in detail and deyth. It is a general practice in the training college to free students one week prior to their block practice in student teaching from all course reSponsibilities in order to give them time to work on lesson planning. At this, time the student will work closely with his subject matter Sgecialist, education lecturer, and cooperating teacher, in order to make specific plans for the teaching that is to follow. Euring the block fractice exocrience the student teacher is required to kee; a lasson glen book which is ”x Cemjosed of two parts. In the first gart, the student records Sgecific information concerned with the garlicular student teachinj essd nmrnt; the second part contains ire daily lesson plans. The Followi ing is an example of the contents of a lesson flan book: Lesson Fla Cook Ihiri; I Preface. The front pa3e of the lesson flan book SiiOLilxl siioiv: 1. 'Iht: nan”: orul “(tiresuz of"thc3 scinwol. 2. The name of the flea (master or hea Mcmistress. 3. lhe name of the class to which you are attached " . OAR J O and the Class Teacher's name. The oates of the ore ctice reriod. The a.3e range of the class. The cistrict — geograyhical features — rivers, canals, roads etc., Industries — ilumnxs local people. — his toiica] buildings, etc. Fnllowiu'j waft-S should show: 1‘0 0 O\\J1-’T\.-J o o 0 CO \I 0 pm_ on of the school followed by a eescr rigtion of 10 organization of the school - sch o1 routine, ssembly, milk distribution, meals, chool lJQHk, _:la ygrouu iii \c: tinr Ct)1lf” Vt; 111 winthinr cagfiicit) tilt) (Rut. lln‘ Conwnnrit} ltnlas Uitnl stinicnt trutch- iJig‘ a:s a re» thax‘ iuirt. 01' a C(1llthC _§Iwigl'ai1 ttgat. Ills a de - t Cific ltugmgsc. Chymaunity'iMJnocrs aitzivilling tti'issist ttm‘ student teacher whenever it i possible. hchver, thcio U} Eire £1 [tnf lllEtZTHtHJS “HEClt? stnne 1131uc:tarnn> t4) timv p1 in iath311 tl.e uxnixrei si {5' (ic:,d]‘tIHCiit :tiidiiit i_s (lie "2 J of education student and the training collig facws that tin) univcwrsily sttmhnit is Jiqyxrdecizis btilhleOYC mature and cauable of handling more resoonsibility. because of this he is exkected to assume greater resgonsihilit) and at a much faster rate. This is pointod out by one of the university derartmonts of education: bach student is placed under a iutor who is respon- sible for his theoretical studies and for the sunvr- vision of his practical work. at thv same time s are urged to regazd themselves as having tn; status of junior assisiants under the Load of their practising school and to be gregared to undertake resyonsihiliiits both ixizMuJ out of'smflnaol hoursu O O O O O O O O O O O O O O O O O O O O O O O O O I O I .As a general guicu2:it is suSgestod tha' a sthhwrt should snond his Iirst two days in a school in ObECI— Vilti(nl, arm! that.l:e slxoulil thH1, “in re jflhfiCil(fiJblt‘, teach three or four {mudxnjs each day. Loriods ind dewugteci ta) teacfl=ixng shtnlld ége {1iv i)(‘ a) [' ‘V'trx‘3 Ina: { {-1 1 a1! 21 ; r E t l ;-11<‘t> i 11 1 Ft: 1_;;l~L;:‘ex i a r‘)‘ SLU)J¢‘Ct.S ulxd ui. (£20 s.uuc‘ iixn<' l() gziiz: axdc;ili Ulhkl {u‘acé— (ital CvalifnCC.1J 1%:0 LHLinq-sit) d(ggaxixuzal!5 c3? rwlULLLILUII ftWTU'lllZU L) that tluxir oxu: )var‘;jrof255imwtul (wuzrsc (walngl p0u<+>zx u... Six i 1.! (2(3 {\I1C} 1 L11 l ), (It)fl!;‘(‘l_g)fll, to {1(Tf‘g\t‘ I‘ll l i l 1 5i 11g> a: Li 1 L \¢.i.l l A lwvlg; {IH‘ SlJJHCWIt érvl sleirttéd (11 ll}: I'i”? L 1<;u(1. liq: I];l](Ax~ \) J lxv: stzxtcnqut is; lllllslrfliiVW‘ ml“ Lh.>;,uxgnJgL-11ndr4‘1}izyg studtwfl {cacldtug at tiwrluzivcrsit}*_lvvw1: 'lhes CXLWfiYi(WICC (5f lwfiXLlHlPfi zuxd glr :x%»octl Ii fu \vhicfll 21 S‘t,Lxc*<-x1 L‘ (3;! r1 i;‘zzi ll (:11‘1‘1 [:3; l l=¢r J i [H i l.s (I l i zn:w \vlr i (‘11 ln¢' Spunds in :Chuul during his training (nurse is nut alfflciwwxl to {Lumi‘hin;lliio u :inlle (Hui Full} (Afinyutcxd 15:24 it. “31! :_.'.:i to lflgconnxy; a LgJod Clxltircunn g11u:tltic{. lw,~ Jether in Ivsuarch grcjrcls, armlnrzt, and :iud; jfUUUL; th10 is also an exchnbv of l‘CiUPtlb. filth lanr new C(JlllilCIt s i L i s i:u;q< d i 1.L-r«: Hiig;lll t‘« v:‘? \q- C. l3< l ti I‘ thnfx‘! : tit!;L — in; brtwcen them ans 11c UHinrbiLy will Comv tu runognixc the training college as a Wuflhy institution of higbcx LCM“ cation. mu; ELL-g. I';iIl.L'.. M 59%;“; 1“,. Funy CLUHJPS are tukin; *luLD in thy grwd ml is o.b1 C(l::(‘3.t i(;tl. ;Efizc)1y; t32(é Hit): t (‘Luiv'wgzt Cl! C’ ti:t: L~x s; 11: i tJIl ill t :12 trainin" Cultt P .0 ulation ih! rvcont tanhlirtmcnt of .J . n L J , ttM) thiTW? yvul‘ trulrflxu; colic-jo (mtnrre lln‘ traciu r chfi.ili- Ciltlorl, tinx c>l¢1bljrnsixxt of Incw (tJllc: cs antc LHitVtI'filtlt'S, r.- and the invxcnsu in the {Icyortion of .ralning Cull«;c student: who will teach in the gximarv :Chcots. Lmsidus ‘ l those irrsunt changes thorn are ptHur duvcftgmtnt: luhiny stage that, if gut into gractlcu, “ill have an imgortant ullkx:t on téu; futuxw.:ntttcrthlf ELULfiwwt ttzuflxjn; ;1Wg;rums i [I 1511;; 1.;211cl . The dirvction in which :umv or thrgo duvctugM(ntE are headin; includog the following: 51‘ UCLHJIttaxs ill Cuvw‘l— p-o' l . l llt‘I‘C‘ i s [(1 ll; ;L:n()x1;; k.lr; [ 01jJr; a ocultral 1¢1UHHlIMI syfitcnl\d:ich “KHJLQ helix rtjulate thv placcmvnt of studunt teactvri in the various schools; at the same timt Lt hhHlC iro- xide the tcacter education institution with a Svnse of sturity and still prwscrvu tLv grcsvnt cuntacts )CtW(OH the Local Lducatlon Authuritiqs, COllEf305, LHH‘ loCfll_ schcwr.$, fa V [Ruler tJie Luw:sent. systexn thFIT: is aux ovcnflaJQJJK; of the. use of the local schools for the inlace- ment of student teachers; each college acts on its own regulations as to how the schools in it in area should be used. There is frequent confusion in the placement of student teachers. filth the increase in college enrollments a better method of placement is needed. There is the present trend of moving the block practice exorrience away from the campus area and into off-camrus centers. UnCer this arrange- ment the student teaching assignment will be in a town tiutt is luit witiflii Conmniting'tfistanCe-<3f the canruis. ”The: sttufent,'teacflier~\vill.i>c Inequiiugd it) live in this off—campus center until the comQIe— tion of his teaching assignment. Besides being further away from the camgus which leaves him more on his own, the student teacher will have the additional ex;€rlence of being a member of the community in which 7e is teaching. The need for this change has been erUJht about by the increased enrollments of teacher education institutions. There are not enough classrooms available for the placement of student teachers in the schools near campus. I! Tn the future the ccnfiereiint teacher will he called uben to contribute more to the student teachine urn ram. She will "lay an even mero imfortant role in the student teachinj nrofrem thrui thlllflF iii {he’liasi . It'xvill l‘e YH‘r jvdi to work closer with the student teacher in areas cf shrervisien and evaluatien since the already busy cellc e swnerviser will be unable to mAVc as frequent a visit to the classroom as the case .. l 3: new . This new role ef the coonerating trnclvr is heirf Fronwht about by the develnnment of offwcamhns student teaching centers in widely seread areas. lhe training enllrres and the university derart— ments of educatfitnizire havinf creator crnortuni- ties to increase their contacts with one arother; staff members from both institutions are nertih; together in research rrcjects, study groups, and seminars. There is an exclnnge of lecturers between the two instituticnc. This is ercnirfi new areas of interest for the university studcnt as well (‘9 the trffiiiinf collt‘pj student: twfll; will be able to rrcfit from this new develohment. There is a movn in the direction of forminf new kinds of decrees and Tettini away from the highly (C o SfivC581i708 honorc F". +33 {gradunt hachelo o I‘ wg .1 k " (Inca l 0 Eng iho the pat duel": u i-h'iltldt! tional Ludcr L collfge It is .f' being; u is the soon be Opportu It. is. L touclm 1‘ of college training: in order leachcr In Lhe the unix't r311.) (LL-{grea- ’T‘hi c Con} A. (3 w (IL! 3. d be) I: ' :- L3 «*3; r0 1: \j }__. mean Um: t in u gusi Li on at [51‘ tic-my {110 t 1‘21 -1 uLi «an IE are: Ont-(31‘{Lillljhif Hm- idea 11‘ training; collugvs .1 n org} (3 ten: of the liberal arts col Quid Hum s but. 8.150 aims. In: prosvnt s are -Lqu {-111 that t. bed LU HHS possibility that 1Lc5u ht: (igull no L to btUCunl Ell'l‘élil; CHIL‘II only i 5 “11.11 deqrro n? fhn “PNIiSE i n} Hg; of U: (,‘I' 1' r to loge; u lnL 011nm T’n‘ ‘rr‘r— (“ml [(291, to 11cm 1.x": a I'U" ) ma 1'.» odes i 311-- I‘oJ. 1 ow 11101. [' «1:21 i 11;; VUC‘ilu {. (in: t I‘dlnl 11:; idle during Hm" S he bu .1 1 (1.1. “5;, best of th s and 5 e. 11‘ Ltd v used during; Um Sllmmt‘l‘ mun’L n7: Lies for he L111 j ma t. oducat i on dcv e 1 01mm!) .1. idea of (31‘ edui. 1. 1 one 1 e oijc t. 3 V0 system to (a J- S: t 21;; C S eating a 11. S LUGUHt . c-(lucat of the ruqui 1‘0 to l)(-<: O 1.“ some fLI‘l _\'(_&Ll m A UN!!!“ 1' tati’f a I 1 t. 21;; 5.15 L0 ion'al 12.11;;‘1. Your UMP Cl univ 1‘ 5.“) months. are “(:4 c. ’1 11cm: lust. itu'ti 0113 will f'ux‘n‘i :11 programs . 1511 years (guali f7} (:(‘2 yrsitics ‘am II: 1' .‘"[ Q his would give 'J lan two ackltttonal )Tnxrs of brmdh;ssional tlwnin- ilk; éxfttjr IW3C()tvtlu; Iii} (TCCJ‘U4E. Kt j.s 1R3Lt‘ ifxtt sucfl: a i roglx¢n|\4oulxj ugh} strw3n3t11 tn) tin: ur1ivgxfi- si,ty tn:a<fl-cr‘ EChJcaivtOll LIKMJIYHH. t3. '1ho admin15trators of‘tfiu: training colleges are attemivtjng to (hi-veto?) a grog-Alien“ that Mould. givv sUpcrvision and in-bervicc UM"! 1‘ during first two )vurs o besides assisting tL(ir hv;1nning Would ist- rm}. t a 1'0 1 tow-up l‘l'UL" r Lzalt «as \v1.i (‘11 (?(\LJI,C1 l)1‘i rug :1! t [It ihuir‘; resold; stuchwut toa(fl«tn3 11. Tharp is the {resent trend matuxe male studvnt is CCllCJC. lany 0F thvfu tllj.1 t i( s. ztrul IIJI‘t_i(?s;; tl;<-} 1m\ve IJCCWI wcnfixjrug at; ful‘ a order to gurtno a teacher 2. UIHLIL Imwgentlg' the xnajgn‘tty wrcre: f0!“ W(nnvrl :tJJdLHILS; ntnv tlzo co—oducational institution. 'This t)1‘()l]f‘:tlt about by the. jncruasQQ} mate student to enter the gram of the training colltguo Many of the traditional practiCOS f (.n' jmgrovomynts training 11 II to {(Lachrx‘gt i t)£t(‘{1]11;j. teachvr, at ' 1 ’J 1 —- " I (...L, thtir in grngram. entering intorost of it Wt C 1‘0 the studunts 1tu1V(: llll!4])t:l' oducatixun of training teacher \ l the ,1 Glut], training are in their a tLry J ()1) of )ngrs ix} CHLII‘SI'. colleges {01' it!“ . I V.: . . k‘ trend CtiELlng’C: i5 btfii h')‘ the educatimal gro~ 11:0 teacher education pregrum are unuor Constant :tuuy and (fixallénq;n. Ihrrsorns in gm>sjtjcn1 of 1(uuloxgljgr, conqu:tent and dedicaltm1_individuals, (nu) directixr; successfnl (unm— gzaigjnss fkir .luq;r(JV(qnvrxtéi 111 it o CLMJCIIL1“0INJL prwagrwnnn . ‘2‘ “. .7 i X vi- «A‘l“4 tttufletn‘ tczushixy; plgiys 21m irngcn"taxn. TUIJ? is; the total teacher :ducation progtam in hngland. Gcnuraiiy, the! attniwnt, toucflying «3Xprq‘ivxu:e (winsixsts (3f tiuirtmeon ivc¢dga of block gracticc which is divided over tho three year teacher education Course. This involves a gradual prUCOSS whore goriods of ClUSSloom observation prcccdc the block practice and halos introduce the studwnt teacher to the comylexitits of teaching. Tile hhq;lislu instiiwiti(nis Lt‘tiigtuir ediunxti(n1 OQLJYALO under a su;crviscry sy$t6m calicd tutOJiul system. In this arrangement the college student receives Close Empvrvitimn alnd ggixidzU1cc> it] £111. pin15(:5 (if tttS. C(ijll‘gt? ptuygivun. l v_i«>li;a L t x (xi iii 113' a.t iiiea lllii \/(*rfis i {'5' gi(~,-a:1~t uz¢ [ll of education to reveive this certificate. lhe person com- flxfililvf tiIiS {Hidli lUlHli 5w~a1‘ is ggvnidvill37 rewvattled .filuln- (7i Ell i.)' 1)}! i)<'i.rl»; Hi()\r“Cl ()Iif‘ L!i' ‘txv() S‘t (‘3ura Ll;;\£2it“(i (311 L1 14(1)? : (iil(‘tL- ule in the school where he will teach. At greSLHL, this they I 11¢: t s¢!(:rn i.() i)(' 1‘(r\va1r'ci c~xxi»Lxg;ii \ C) (711(:()L11 11;;x> ax l_;11‘5,(> lltlffliji‘i‘ (; f nt’ucc i. E on. x ,‘ Hm degree students to enter this fourth year 1110 L”‘iVV3FSl 1F (JULWIIiIHCIItS (if (HiUCiJLl(Hl EiJJdtfllt teachixy;;nwr;rams OVLi‘iiiis one thI'LXJW(ml ogerate ill rnucii ti:e stave XHUIHltl‘ as; tile txtyiniiig C(Lt]t:;0. lkgWLw; l“, 'n because the university Ce,artmtnt of education Course i iiir 2i (JnL' ytnir gaeiiiocf axu; (iffkyreci i() dig,rw;e strid(;ni.s, tile; e are some major differences. Cne (lifftnwencez is ii: tin? CUIHJUHtlYIliOYl(or txvelvw: \CC(:RL‘ cuf si.U(ier!ti t‘eaxciziru; ex (1' £1 IiiilP ourrztit i:Ci.lLH}. 'ii Ciao twelve weeke are divided into two periods. Tie first is ,..r a three week period coming in the fall term and the second is for a nine week feriod in the Spring term. Another difference between the university degartment of education student and the training college student is that the university student is regarded as: beng more mature and capable of handling more reSQonsibility. Because of this he is exlwected to assume greater reSponsibility and at a much faster rate. The university departments of education recognize that their one year professional. course cannot produce:- a Skilled and fully competent teacher but it is honed it will liel; iJne si¢nieni:;jet :etartCKi on ilu3 riglfl; road. The entire system of teacher education in anland is undergoing changes brought about by the needed exyansion of the teaching; force and by new emphasis placed on teacher uducatixni. Educators swmazl need for‘izn‘rovement irltiur \ \a A existing-j teacher education irograme and are striving; for the best grogram that is possible. IMPLICAYICK (’7 There are many areas of similarity between the student teaching programs in England and those in the United Y‘ States. examples of this; can be found in almost every phase of tin? studerfl:‘teachiru;;3ro3renné. Both cmnnwtries Iwrgard stinhnit teaclflJrj as a grocess that gradually introduces the student to tho comglexities of teaching. It contains periods of observation followed by periods of hi ock; fnrac ti ce . Local school systems grant the collvges per— mission to use their schools and faculty for placement of the student teachers. Eurinj short periods of observation in the local schools the student teacher is rcouired to con- tinue on with course work at the collefie. Student teachers are evaluated on their perform- ance in the classroom. This becomes a part of the student teacher's official record at the college. Colleges rely on the coogeratin; teacher in giving the student teacher guidance through his student teaching (ngrience. The coconrating teacher will observe more of the student teacher's teachin;r performance than any other person. Buring the block practice periods the student teacher is observed by members of the college staff in addition to the cooperating teacher. Student teaching programs are usually well accepted by the classroom teacher, pUpilS, and tin: conmunTity. There were, however, certain aspects of the English student teachinjv; program that teacher education institutions in the United States might consider for implimentation in their own institutions. It is realizad that the task of removing a part of a prog‘am in one culture to that of another without difficulties would not always be easy. The process of supervising and evaluating the stu- dent teacher's progress is an area where programs in the thmited States ndiflit benefit fawwn examining tflne system used. in anlanc‘i. Unlike so many of the student teaching: programs in the United States, the entire teaching staff of a college is involved in this process. The suoervision and evaluation is not left up to one or two people. The English system gets the subject matter Specialist of the college as well as the education staff into the schools to assist in the student teaching frograms. All members of the college teaching staff know what is taking place in the classrooms where the student teachers are assifined. They are in a better posi- tion to understand the student teacher's problems; their teaching becomes more meaningful when preparing the student for his Position as a teacher. In connection with the area of evaluation the anlish student teaching programs employ the services of staff mem- bers from neighboring colleges to assist in evaluating the final student teaching exocrience. This helps keep the collejes all over the country in touch with dcvelogmonts outside their own immediate area and keeps their standards Up-graded. It has been pointed out in this study that no two teacher education institutions Operate exactly in the same manner. There is, however, the element of consistency that has threads running through the English student teaching programs which adds strength to its Operation. An example of this can be found in the position of the coogcrating teacher. She receives no pay for her services nor is hcr teaching load reduced. She knew when she entered. he teach- ing profession that some day she may be called Upon to serve as a coogerating teacher. This was exnvcted of her and she considers it a privilege and an honor to serve .he student teaching program. Under this arrangement the teacher edu— cation institutions are not faced with the frohlem of con— vincing teachers their services are needed for the training of teachers, nor with the problem of competing with other institutions of higher education in paying more money for the services of a coogeratin; teacher. Another area where consistency is evident is in {:rading the student teacher's performance in the classroom. AJl.colleges use the letter grades A through Y. The grades are interpreted as meaning: (1) A--Very good, (2) B--above average, (3) C—-average, (L) E——below average, and (5) F-— well below average-~failure. Under this grading system the majority of student teachers receives a final grade of C for their student teaching. There are approximately two to three per cent A's and two per cent failures. P-v‘ It is also common practice in the Englisi teacher education firefirams for the college staff members and the c00perating teachers to give the student teacher guidance and assistance in lesson planning. This is done grior to the student teaching eXperience as well as during the exyeriencc. In most situations the student will be free from all class responsibilities several days before the final block practice in order to work on lesson planning. At this time the student will work with the subject matter Specialist, education lecturer, and coo;eratin3 teacher, in order to make Specific lesson glans for the teaching that is to follow. The researcher believes both countries could profit from investigating the other's teacher education programs. lhe programs contain enough similarities to create interest and enough differences to make an investigation worthwhile. NEE? FCT-‘a FUTTUET‘ TESSAY‘CT‘; The results of this study, as well as those reported in "he survey of literature related to this study, indicate 1‘! I'll' [Ill 'Il‘ that further research is needed in the field of student teaching in England. The following statements represent some of the issues and questions that should be resolved thr0ijgh further research in this area. M 1. There is a need for another study such as thi one in which the investigator should have an opportunity to spend at least a year investi- gating student teaching. In this way all phases of the firefram could be seen in ogeration. I‘d . What portion of the three year training college course should be s;ent in student teaching? Should everyone be required to have the same length of tinm-fknflmis student teaclfiJrj exgeri— ence or is it possible some students might profit from more or less time seent in student teaching than prescribed by the existing program? 20 such factors as age, past job echriences, grade or subject preparing to teach, or marital status have a bearing on this? \A’ . Traluating the student teacher's perfvrmance is a Complrx area and needs more investigation. 'fiat factors affect the grade the student teacher receives for his teaching performance? Yow objective are these 3 ades? That is being evaluated when a jrade is given for student U1 0 V teaching? Low accurate are the assessments in forecasting the kind of teacher the student will be? There is a need for investigating the effective- ness of the off-campus student teaching cxncri- ence as compared to the student teaching within COmmutinf; distance of the campus. "fi'iich offers the student the better ex;crience? There is a need (Ynézn study to determine the effectivene_s of the fourth year of yrofessional traininj in the university departments of educa- tion. Is it doing the job it froyoses to do? In 1960 the teacher education program changed from a two to a three year program. This addi- tional year was added to give depth to the existing program. Has this depth been obtained or inis ttHJ? thiiwl year‘(nily nKVHTt addirqgvnore course work to the program? BI SL1 9C1 T AP} {Y _ -~, \I xiv.“ Lcnigifi C. 'Ewrfrahnxw or wva'25111ifloilfitbfl “Mftkw. ‘ ’ ’ ‘ f~ \ v ‘ ~ I Lonnon: Longmans, 5190“ & Co. LLL,, 1:52. P. TrOQp, Asher. ”he C"Chord. Toacbnrs. London: Killiam Poincmann Ltd. 10%“ y ' ’- I, ;k3ffreys, T7. V. C. 1’Cvcllrtion_irw’Tnnc1xnnJrrainirvg. Londcnw: Sir Isaac Pitman & Sons, Ltd., 1261. PUDLTCATTCY? CF TVE CCVF‘NVYYT, LEAVEED ECCTETTES, Arm CTrEr szgxrzarrcrr Ministry of qucation. Education in Vrifnin. London: Yer v . . . . ‘77 Ffigesty's Statjonery Cffjce, 1200. ?tationery Cffice, JfSQ. . riflficfirq 0f Vflnc¢f‘nn far 1?A1, Tart TI, TabJO 7?. Ltndnn: 1'er Nainsfy's Statinnvry Cffice, 1962. ACSJCiation of Teacrers in C0110305 and Deterimonts of Educa- tion. Arrnc39110n n; Thachors in C011Hfos and ?Oynrfmvn1? ._ T“ . ‘— ——-—-=—-————-——- .— a-l—Co-IT‘Z-I-u— j: ‘—:—v w . if 0f‘ Eflkwrlllcnk. rJrLsLo1.: q+uwor01 Iu1fl_1$nrxfij wau;ncat13, lycflZ. o 7*ar161fir‘oli 0r1 ’TT‘H? YV3TYI fVWI‘ “ oz‘C173 ”71- IJO"d()r‘: 333*}“L‘C‘1 L: CO . 141. (3 . , 1. :‘U " Fadgate Training College. Cut13no for Lnscon P1nn honfi. W Warrington: Pfidgate Training College, 1:62. (mimvo- grafbot‘ Sheet) University of London Ianituto of Tducation. Fotos cn Teachinfi Fracfico. London: University of London Tress, 1(21 - .1. \lm . I PE?I?TIC%LS aticn1 in Thy;1and,"7?rfrnvfiltt Pugh, Albert. "Teacher PTG'N'JI‘ Collpje and Fniversity Teaching, V01. Y I, Yo. 2, ATSpring, 1:6: IKFCI‘MATION 66 (N \J 1 ,\‘ ‘ _ " .' IV ,7. . 3 .1 , w- o- . v‘ . . ‘ ! . 1 ‘1‘ 4 . I K ‘ k‘ | - . L \' ’ '. f ’ ‘ xx ‘. K4 -1 .LVA. -\ \. \V\.\J ‘ - . 4A A -1.. ‘ . -v~. The follcuin; is gurticulurl) inicndod as a QHLQU lpr 1 yotnf c.nw IVLLticun. C(:Llrcfi y(uur (d)~ur\u:ticn15 it} thr fulfil of H()t(:s w1:i( h cale t)v 511bstructixn1>? I.“ L‘itlH-I‘ (use (.‘ynmuni fully and Sign} “Lil ('szilH-Ll uxamille. In what way? 606? the indiviflna1ify of ihh fpfirbbr (pvfirnr {WW iantlhvrh {1‘0 1rw=bcn7 Tr} Pruv trgrwy Ifig‘r Z‘rrx‘ (a) tuwokc, (5} 1"iciwrrrs, (flwnrfwr, f11vy/fi1n1 Ffrif*°, mnflr1s, ihn h1mckhnnrd mrflé use of? Whaf brifin n? "1200 jc accorded in ihnm in: (a) 10¢Fons on diffhrinfi ?thFC+F, (h) 1nrrnh¢ wi+h chifdron of variPUF Rm”? 3 (C) 1f“°°LR¢ u5141 Pb‘1frwww of V??firfl1c PT” Ti*i"F. Tn what W“V° Pr“ {FF ChiYFrfin nnr+504fifin+¢ in fr? ‘orrcn? I T“ W”“* Fv+vv+ ”or? 1%“ mnnnnr or n~r+iciwn+ion fl%ffnw frhm Pnhjcof to Cubjrcf, 3:0 fr bwr, {onchrr in fonohnr? P74 ‘vafih -— Wirh whfif frr+an 1bnflin~ +0 flicfrnofian of af+on+inn flows +b0 toabrur find himrn1f fanc€7 divo OY?T“1W$ nnfi no+n brw fhrfn Factorc fire di“rnunfvd hr rnwbvnfl. Tn any and CTuP? fakfl horn? and fivn nx?w¢1nr of: (a) fliffprp“cpc in r310 hf Workinj From Child in uao CH 1?, (b) fiiffhrthP° in On: it" of work dnnr frnm Phi1a fn Chi-18.. To +h" +wn innvi+nhlns f0 +n60+hhr? Fnr nvnmfi10, 9101-! wan-LOT‘; Torn“ si'rthfiflrd of atra'vnmnnf, POPS {'hr? c11i1r’. who 1? F1ow/Cwiff in work in own vnhjrcr nnrn¢Fnri1y firovn to ho tho 93mm in othvr futhC??? (Tr you fir? fih1” f0 an F0 it WOU1d b0 V91Hflb1“ {0 brim? anb1h? of work finnn by 0%i1flrnn bfirk +0 0011079.) Arnin for any onm CTQCF, math: (3) in 1%“ Plficrrrnm (h) in Frhnn‘ but no? in P7fl°= (C) on fho an}érnunH. ”bar indicatinnc of flatternfi cf 1nn3nr€hig can bn nhsnrvnfl nna Pow nrn fbpy ovidomnrfi“ Tc thorn ovidnnre of a Continuancn 0F frnnfinfr from onw Fifufifinn into angfhor? Frn‘ Oxafifi'1b, 'Fron1 (c) 'to (13), CW‘ frrwn (9) ‘fn (1?) 1r» (C). an you fiirfiryaflsflx sorts PT firou_fi? For hYnnf10, rrCUff FRPPd on rftninmrhf, 9e cyfocnfl To TFO” h of fribnfic, If F0, VflVW1cfiw thn flifrernnt “wwan° hacomo WNW”? rffactivn? “Y-V\‘~ intJTF- rciai‘ec’: if you attemgt to sce the Cove1();x:n(.tnl. of the Child as 21 wiuylc. T<:fer13ncc: shcn11d {)0 nu16c> flxnn (niu :50ct:iori to the next to see whether the findings in one challenge or cx;1ai¢1'Uic findirujs in axmflJtcr. 71n3re is a1:r>zx close connection between this and other ecucation essays if you Show how far a Child's: behavior is Characteristic of his awe group, the oygortunities offered by the school and the l) Cmnmuni 1y e to . A. T7374111" of‘ Cbsorvations zinc' Confoci wii‘u‘. the (71":16. Eated records of conversations, visits to home and school, observations of {lay with other chiidrcn, etc. If Contact has been too frequent to record 811 ocea— sicnis, slecct. thrusc hi fie?) erwé SiéghiiiiCUrit iii uruferfistarm7inj for “’10 Child. ”11.3 schion should provifle much of the evidence for the conclusions drawn in the eter sections. ‘J mg L. Intellvcturl Characteristics. (a) Intelligence (verbal, non-verbal and performance tests). (b) S ocial aptitudes and defects (verbal, musical, mechani cal) . (C) Acquired knowledge; for examnle, level of school attainments and general knowledge through: (I) Siandartiized txasts iJ1.AritJnneti<:, Ringlisfli, etc. (2) Comparison of Work with others in the same Class at school. Include also History, Geography, Art, Nature Study, etc. (6) Tocord of any teaching you do to improve school attainment. C. Interests and Attitudes. M Attitude towards: (1) teachers, children, school work. (2) family and home. (3) himself. Ability to coozerate with, to lead, or to fo1low others. Outstandinj personality qualities: Persistence, self-confidence, cheerfulncss, inferiority, aggressiveness, etc. Interests; for QXBMNIQ, theater, gardening, collect— ° r~ \". 3.. .-.. 1 ‘1‘: , r( (AC-.1 n‘) in school? Any u , etc. lire {luésc lirdnwi wi 11 favcnsite swu)jccts nusual exgeri once or (ii sabi li ty which he s. markedly influenced a child's emotional life might be incluCed in this sectfllni; For examyle, ltwws of parents, stammer,-squint, etc. E. Physical Develowment. v-L‘ — Cener Quali al appearance and posture. .t, weight, past illnesses, stC. al Cfficer's ?efort. ty of movements, muscular control. l. Envircnmental Influences. (a) (b) I¥iii1ir1 thr) scinocl-: Attitude of the teachsrs and other children tcwardsztlnfi child. leccrd of school career, eSpecially successes arul fk1i1l1r(;s. Fefcrence to curriculum, methOCs and school lnrildings where ElKfll informatitnixweuld further your understanding of the child. Coeperation of the home with the school. C(i.tlii_r1 tilt? l:()nle : Position in the family. Family relationships, ascecially attitude of parents and other members of the family to'ards [\rl. l.- l'.‘ lull. [Iii 1| [I‘ll-II. ‘(Ilrl F. “I? the chi ld . Economic condition; financial difficulties any other Special ;:reblem, for examg'rle, crowding. Cultural background; facilities for play, parenls' interests, opportunities for travel, etc. (c) ifitfliin tflie ruaiglfl)ortu30dz General characteristics, slum, urban, rural, etc. Facilities for oven-air and club activities, rarks, etc. - GenerAl Conclusions . '..'hat is your main impression of the Child? Is he deveIOTing satisfactorily on all sides? '.'-'hat recommendations would you make about his in home and. school? AFFERIIX C in? r . V (3 KTELT CF TTE E¢SAY 7L: \i “t I o-- ,a ‘y,' T‘ u -,1\ r ‘7‘ ~ 7 . T“ (~V .—. ‘ \r . ‘ . ‘ ' ‘ i “ g ‘ L. L‘J C L." . I11;\ \ p .2 L 1.1 E» J;‘ In tlm2.first part of‘lflris essay you stmnflcltiescribe, \vitli tlie Lise <3f lilblflfi amid (Zia frames, tflxe ()rgzu1i7xiti(n1 axul setting of the school from data you have collected durin“ ycnir ElJJdCrlt t<flxildr€n and ClFCUFF the -. 1 .. 1, l . , UL'VL‘RIIKL1,J(’S " '\.\ ‘ 5r) ‘- 2C ckl"L I (,'C‘.CI](-.-l . and ‘J \l 3° 9 , z. ‘- (:1 Fri-1.:VdnLagé-75 7-1" a “rwnqv 1-.“ i. ‘4 4mi-‘:f;...: 4‘1 r~ k. ‘P F - “.“ TX O nli‘s...o .1. .1 \ 1'1 I Y'Ffl‘ ax In 4.. n l l. (‘7’ A». T‘A.T\‘Nf‘ ‘3 \. STUIKKT TEACUIKS FEPCTT C.'-t"~-1(J()r!t‘....0OOOOOOOOOOOOOIOOOO Faun: of t Y? 4 '7“ r: LAI¢~1C2 L- \I ”‘“AI"I"" ,- ' .L‘. -"--T Ftudcnt leaching Kate (3 2-4 (‘ ' n 0 Sciuaol ful)jnct Pregaration and Fetus 17ar1n(?r arid. Fineeécli ’Teacfliing lhlttcu? and Ekethod SUV-“é S {.436 ‘J'-) ”caching “€ij E‘itjn‘l’doooooococo-00.0coo-co... College Supervisor On CCI‘:FTL:I\”I£"‘.L. PIPE-15.9 rCtUl‘l‘l too.0.000.000coco-0.0000000... Col logo E‘u ycrvi sor l K _T" r‘Tl ' .‘f’ ("Y‘ 7"?“ ‘C‘ ," CC‘ T“ " 'Y ‘0." rHPbT CL\ 5.: J. LL-L.i\rl 54 ' Clit‘v-J LACL-I-\J 1'1"”- r‘vv- “' OOOOOOOOOOOOOOOOOOOI... 1’4‘~ OOOOOIOOOOOOOOOOOOOOOOCO Comments on the following lines would be useful: Contact with and interest in children. Gcncral [nanner‘znul voice. (Ihass coniqmfil. PTOLiUWTiiOH aiui*yrcscn- terti()n {ind (gucrstimaniru;. Tdiniruj arm} orfijariizai,iori. Ilse (if blackboard and illustrationé. 7, Eiélict00.00.00.000000000000000 COOLKHYRting lkunchcr FCEIOOIoooooooooooocoo-0.0.0.0. C§r\ "Y" V.\vr."‘\ ["5 “77"“ ’fi ," P "T a l- I! q is," _i TXJ F: 1.“.(1 ,. ICE ¥_VL§. 3 cu; Clan leachcr's Peter! to Toaflmafiter on the work ore-cocooooooooooooooooooooooooo(“(1:30Cf ftUi‘ilrll) Pregaration S;x;ecl1 Knowledge of Subject use of Teaching Aids llelaticnis Willi Chilzflren Coogerativeness n Premise as a {eachcr ‘ Yr ~- Tomarl.‘ Ci \. wgnaturcoooooooooooooooooooo i‘u STUECKT TEACNIKG PFACTICE PEPCTT StUCzcrlt-‘O...00.000.000.000... “~ll‘QCZC*OOOOOOOOOOOOOOOOOOOOOOO SCIEOOIOOOOOOOOOOOCOOOOOOOOOO :O£)art’”!(:ntz..OOOOOOOOOOOOOOOO. rates of teachin“ ) ‘J I'raCtJ-Cct, fr01110000000OOOOItOOOOOOOOOOOOOO Xumbcr of sessions absent... Class and axe—range taught... (I E? ilk-XL F EI’C‘T"? w Sinmnary rate.‘OOOOOOOIOOOOOOOOOOOOOO 8.1-; jnedo00.000000000000000...- I‘I ". I ~" Leaemaster q *A - Very Good C — average F - Very weak 3 - Above Averame Below Average L) H I FllU"EYT lWifiCKTQQ} FC‘CYVICE TW?“Frl‘ Q. StUCOHt-oooooo00000000000000. Assess-zucntoooooocoooooooocoo SCh(’C]00000000000000.0000... Lef7al‘tznéz’r1t-ooococo-cocoons... £311,993 Of LCCIClling‘ LDTC‘LCthG, frOnl.00.0.0.0...tCoooococo-coo Number of session? absrnt... Class and age—range......... Preparation R' Voice and Scaring Contact with class 3 infiividuals Chi l(’ren' 5 work ’leacinixg abilitg’ Signedoooooooo00000000000000 Collo 8 Supervisor L) "3 ~. ”7‘ .v ’1‘ 'Y‘F'q r" “». IV'V‘TT i‘f'T Cl‘x SiL ‘i\,T “.AC;!A'JL a.” Name of School flame of Headmaster Name of Classroom Teacher Name of Student The headmaster is asked to assess on and to add Comments if necessary. 9) U1 y(>int, scenic, A B C E F Well above Above Average below Well below average - average average average - outstandinf ooor If a headmaster has more than 1 student he might for the sake of comparison write about or rate all the students under one heading before going on to the next heading. 1. Preparation (a) Schemes, lesson notes (b) Aboaratus, aids, etc. 2. Power of stimulatinf puyil interest. ). Levelement of lesson, newer of exrdjanatdwan lrlanPCF fornnll tyjae lessvns. a. (hiestiorUJy;, and aflyility t1) secure coeferation of children in more formal tyye lessons. 5. Ability'iu);indicate tin: lines of approach and to get children actively finding out or doing for themselves in more informal lessons; for example, drama, library period. 6. Ability to suoervise and help children to develoa individually in skills and in productive work in laboratory, work room, craft- room, gymnasium, etc. II' (III II l[ l [al.[t‘l‘ln‘liltl‘l'lllllllr l \O o 3. "3 \n Facility shown in incidental revision, consolidation, summarizing. Sensible use of teaching aids, blackboard, film strip or movie projector, tape recorder, prepared diagrams, models, etc. Knowledge of, and skills in, subject matter shown in the fields he professes to teach. Speech (a) articulation, sentence structure (b) narrative power Quality of punil-teacher relationshijs Cooreration with Headmaster and staff Feliability Special points of strength and weaknc S s . 'al' M+CQFFCU HmPQCOU MC+£UCCE we mtcxvoh CO cpoiou xo no. i .. C®L©~wzo SFwS pocpceo Cc phenom ecoezpm Mo oEez Hoozom we esz mowwomhfi mo ewom ,"U.HH...HOAwME Fan Wt. Hm HQ ELQRH . h w L_. fl F ) 13 F! l [It'll-‘1‘!