Graduate Thesis Or Dissertation
 

Guidelines for developing a community college teacher education program in Oregon

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  • The primary purpose of this study was to develop guidelines for planning a preservice preparation program which would encompass the critical issues in community college teacher education identified in the related literature and by national and state authorities. The secondary purpose was to suggest a plan for a community college teacher education program in Oregon by using the guidelines as the primary basis for a theoretical model of a university teacher education program. Procedures used in the study included identifying apparent critical issues in related literature and securing judgments from two panels of national and state authorities on the importance of these and other issues in planning and developing a preservice preparation program for community college teachers. A modification of the Delphi Technique used in conducting surveys of national and state panels of experts achieved procedural objectives for securing judgments on issues and provided comments and suggestions for additional issues not found in the literature. The Technique was useful in producing increasingly higher levels of agreement by panel members on refined statements, through successive rounds of surveys. Findings of the study were based primarily upon pooled data from both panels of experts. Agreement within and between panels on individual items was analyzed, and comparisons were made to assess congruity with issues extracted from related literature. Findings were summarized in a priority list of critical issues. Priority was based upon high to low agreement level judgments of experts and congruity of those judgments with issues identified in the literature. Guidelines were based primarily upon the priority list of critical issues. Guidelines 1. Field experience or internship in a community college should be provided all prospective community college teachers. 2. Preparation programs should be sufficiently comprehensive to provide for mastery of subject matter in a substantive field leading to a master's degree and for emphasis upon courses or experiences in: a. Use of teaching aids and techniques. b. Philosophy and objectives of the community college. c. The community college student, his nature, needs and background. d. Effective communication, participation in faculty activities and decision making groups and adequate functioning beyond the classroom. e. Understanding and use of research in teaching. 3. Selected teachers presently working in community colleges should be involved in the planning and design of preservice preparation programs. 4. The attitudes of community college administrators toward preservice preparation of their teachers should be determined, and the administrators should be involved in program planning and development. 5. If universities are to have a primary role in providing preparation programs for community college teachers, present teacher education programs should be studied in depth, and, where findings indicate needed changes, recommendations should be made for modification, expansion or adjustment of such programs. 6. Adequate systems for selection and recruitment of prospective community college teachers should be developed. 7. Cooperative arrangements between community colleges and universities should be developed in order to maximize the effectiveness of: content and professional preparation; internships and field experiences; planning, development and review of programs; use of physical and personnel resources between institutions, and; overall coordination and communication of the teacher education program. 8. Effective systems for follow up and evaluation of teachers should be developed cooperatively by universities, community colleges and related resource agencies. 9. Roles, responsibilities and resources of related educational, public and private agencies should be determined and plans made for their involvement in program planning, development and implementation. 10. Sole dependence upon community college inservice programs for preparation of prospective teachers should be avoided. 11. Collectively, community colleges can provide an important source of information and resources for preservice preparation programs. 12. Programs for the preservice preparation of community college teachers should be designed with built-in flexibility in order to retain sensitivity to the changing and special needs of the community college. The guidelines are the primary conclusion of the study. Other conclusions are based upon additional findings not encompassed by the guidelines. Certain implications for program development in Oregon are presented on the basis of related elements found in the process of conducting the study. Recommendations A theoretical model of a community college teacher education program in Oregon is proposed as the cumulative recommendation of the study. The model is based upon the findings, the guidelines developed from critical issues and the conclusions and implications presented. Six major elements in the theoretical model include: 1. Program Planning, Development, Implementation and Review Responsibility II. Administration and Governance III.. Instructional Program IV. Field Relations V. Teacher Recruitment and Selection VI. Follow Up and Evaluation of Teachers
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