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S
SIMON FRASER UNiVERSiTY
EDUCATION
407-5?
FIELD BASED IN-SERVICE:
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THEORY AND PRACTICE OF IMPLEMENTATION
Spring Semester, 1992
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Instructor: Jean Way
(January 6— April 3)
Location: Prince George
PREREQUISiTE:
Education 405
CONTEXT
As a teacher educator in the role of model and mentor for, and collaborator with, a
student teacher carrying out requirements for his/her professional year in your
classroom.
As a curriculum developer working to shape the goals and procedures (meaning
and activities) of the professional year for NEW CALTEC.
As a student committed to ongoing professional development.
TASK
• To use a journal for ongoing reflection on the development of a beginning
teacher.
• To read professionally on the subject of teacher education and to respond in
your journal to these positions, theories, opinions.
• To use the opportunity for critical analysis of your own practice and the values
and beliefs which inform it.
• To dialogue with your student teacher from time to time to be aware of his/her
perception of the guidance and development he/she is undergoing (what
beliefs, values about teaching and teachers seem to guide his/her journey).
• To communicate with your instructor at least monthly on the above items by
way of:
Journal pages copied and sent to the instructor
OR
Summaries made of your reflection and analysis of above.
Instructor will comment/inquire for the purpose of entering into the
dialogue with you, not to direct your writing to any particular focus and will
send your communications back to you.
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2
* To have an on site observation visit and interview with the instructor during
the semester.
EVALUATION
(1)
Journal or journal summary. At least 4 submissions beginning in January,
monthly through April. (50%)
(2)
Student teacher reflections on his/her journey. Submission will be an analysis
of student development/growth through the semester. It could be the result of a
summative interview or of reflection on ongoing dialogues and documentation.
It would, ideally, be read and commented on by the student. (20%)
(3)
Reflection and analysis of New Caltec as a teacher education program with
reference to the literature on teacher education. (30%)
OR
Another topic upon which we mutually agree which is of most value to you as
a developing professional. (30%)
RECOMMENDED TEXTS
Schon, D. A. (1983). The reflective practitioners: how professionals think in
action. New York: Basic Books.
Schon, D. A. (1987). Educating the reflective practitioner. San Francisco:
Jossey-Bass.
Holborn, P., Wideen, M., & Andrews, I. (eds.). (1988). Becoming a teacher.
Kagan & Woo Ltd., Toronto.
READINGS
Holborn, P. "Becoming a Reflective Practitioner"
Wideen, M. "Collaboration: New Fad or New Possibility"
Lieberman, A. "Collaborative Work"
Zeichner, K. "Alternate Paradigms of Teacher Education"
Wiggins, G. "The Futility of Trying to Teach Everything of Importance"
Cift, R. & Say, M. "Teacher Education: Collaboration or Conflict?"
- - - Plus others supplied from time to time by participants—or the instructor.
