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Literature
See A. L. Hyer and R. M. McClure, ‘New Patterns of Teacher Tasks and Their Implications’,New Patterns of Teacher Education and Tasks: General Analyses, Paris, Organization for Economic Co-operation and Development, 1974. This chapter is a summary analysis of discussions and paters at an experts' meeting held at the Château de la Muette, Paris, March 26–27 1974. The analysis is based largely on papers included in two other 1974 OECD publications on teacher roles and policies in OECD Member States,The Teacher and Educational Change: A New Role, Vol. I, andRecent Trends in Teacher Recrutment, Vol. II.
B. Rosenshine and N. Furst, as analysed by Robert W. Heath and Mark A. Nielson (along with other related studies), ‘The Research Basis for Performance-Based Teacher Education’,Review of Educational Research (American Educational Research Association), Vol. 44, No. 4, Fall 1974, p. 463–84.
Joyce, as quoted by A. L. Hyer and R. M. McClure, in ‘The Effect of Innovation on Staffing Patterns and Teacher Roles’,New Patterns of Teacher Education and Tasks: Country Experience-United States, Paris, OECD, 1974.
Louise Miller, ‘A Need for Competency-Based Teacher Education for Native Americans’,Multi-Cultural Education through Competency-Based Teacher Education, Washington, D.C., American Association of Colleges for Teacher Education, 1974. This publication is the result of a project under the Commission on Multi-Cultural Education of the AACTE, Chaired by James Kelly, Dean of the School of Education, University of Pittsburgh, which recently issued a policy statement: ‘No One Model American’. This statement suggests, in part, that ‘Multi-cultural education programs for teachers are more than special courses or special learning experiences grafted onto the standard program. The commitment to cultural pluralism must permeate all areas of the educational experience provided for prospective teachers’,The Journal of Teacher Education of the American Association of Colleges for Teacher Education, Vol. 24, No. 4, Winter 1973, p. 264–5.
Cordell Wynn, ‘Teacher Competencies for Cultural Diversity’, op. cit..
George E. Dickson, ‘The University of Toledo Model Program’,Elementary Teacher Training Models, Washington, D.C., United States Office of Education, 1969.
A. L. Hyer and R. M. McClure, op. cit., Footnote I, ‘. p. 1.
See an earlier discussion of these differentiated staff roles in Seth Spaulding,Teacher Education: What Next?, Paris, Unesco 1970 (International Education Year Discussion Paper, No. 10).
In a similar vein, see G. Antoine, ‘Continuing Education for University Teachers’,Prospects, Vol. IV, No. 2, 1974, p. 173 et seq.-Ed.
For a useful survey of trends in teaching and learning approaches in higher education which are affecting the role of university teachers, see Norman MacKenzieet al., Teaching and Learning: An Introduction to New Methods and Resources in Higher Education, Paris, Unesco and the International Association of Universities, 1970.
Seth Spaulding, ‘Life-Long Education: A Modest Model for Planning and Research’,Comparative Education, Vol. 10, No. 2, June 1974, p. 101–13.
S. Natarajan, ‘The Role of Teacher Organizations in Out-of-School Work in Developing Countries’,The Teacher's Changing Role in the School of the Future, Morges, World Confederation of Organizations of the Teaching Profession, 1972.
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Former staff member of Unesco and now serves as a Unesco/UNDP consultant. Has published widely on the subjects of educational innovation and development.
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Spaulding, S. Are teachers facing a crisis of identity?. Prospects 5, 209–219 (1975). https://doi.org/10.1007/BF02207502
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DOI: https://doi.org/10.1007/BF02207502