Strengthening Teacher Preparation over Time: A History of University of Hawai'i Teacher Education Programs, 1986-2003

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  • Author(s): Hitz, Randy; Walton, Frank
  • Language:
    English
  • Source:
    Educational Perspectives. Spr 2004 36(1-2):26-33.
  • Publication Date:
    2004
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      College of Education, University of Hawaii at Manoa. Wist Annex 2 Room 131, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-8002; e-mail: [email protected]; Web site: http://www.coe.hawaii.edu/research/ep
    • Peer Reviewed:
      Y
    • Source:
      8
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Feedback (Response); Student Teaching; Teacher Education; Mentors; Teacher Education Programs; Secondary Education; Elementary Education; Program Improvement; Field Experience Programs; Program Effectiveness; Educational History; Internship Programs; Program Evaluation; Cooperating Teachers
    • Subject Terms:
      Hawaii
    • ISSN:
      0013-1849
    • Abstract:
      In fall 2002, the University of Hawai'i at Manoa (UHM) Board of Regents approved a new structure for teacher education programs in the College of Education (COE). The new Institute for Teacher Education (ITE) provides coordinated oversight for four programs: the Bachelor of Education (BEd) in Elementary Education, Bachelor of Education (BEd) in Secondary Education, Post-Baccalaureate Certificate in Secondary Education (PBCSE), and Master of Education in Teaching (MET). The ITE programs share important characteristics. All programs are field-based. Students spend one to two days per week working in school classrooms during the semesters leading up to full-time student teaching and teaching internship semesters. Field experiences, student teaching, and teaching internships are integrated with the university coursework required to complete each program. Assessment data collected from students, school administrators, and mentor teachers indicate positive response to ITE programs, which actively engage students, university faculty members, school-level mentor teachers, and administrators in collaborative efforts to prepare new teachers. The data also provide ongoing feedback for program improvement. These standards- and field-based teacher education programs, grounded in a shared vision for education, are a relatively new development in UHM's teacher preparation history. The purpose of this article is to trace the history of UHM's teacher education from 1986 through present day, noting the important movements and events that provided impetus for change, and to highlight the major challenges that lie ahead.
    • Abstract:
      ERIC
    • Number of References:
      9
    • Publication Date:
      2010
    • Accession Number:
      EJ877596