Influencing student beliefs: The design of a "high impact" teacher education program

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Abstract

The purpose of the study was to investigate a teacher education program that has been documented as having strong influence on the teaching beliefs and subsequent actions of program graduates. Data collection included formal and informal interviews, non-participant observation, and document analyses. The results indicate that the following nine program features are logical candidates for explaining why students appear to retain the influence of the program: (a) thematic approach, (b) cohort groups, (c) constant programmatic reinforcement, (d) professional development courses, (e) professional conduct expectations, (f) progressive and compatible internships, (g) awareness of studentship, (h) faculty consensus, and (i) political involvement.

Original languageEnglish (US)
Pages (from-to)451-466
Number of pages16
JournalTeaching and Teacher Education
Volume12
Issue number5
DOIs
StatePublished - Sep 1996

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ASJC Scopus subject areas

  • Education

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