Date of Award
1981
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
First Advisor
Roger L. Reimer
First Committee Member
Catherine Tzia[?]
Second Committee Member
Robert R. Hopkins
Third Committee Member
Donald M. Decker
Fourth Committee Member
Heath Lowry
Abstract
Problem. It is the researcher's opinion that most of the educational administrators in Iran have not fully realized the significance of practice teaching programs in developing and providing competent teachers. As a result, there is no planned design, no guidelines, no model to perform and fulfill the practice-teaching experience, i.e., the absence of a consistent program that includes a practice-teaching component.
Purpose. The main purpose of this study is to develop a viable practice-teaching program appropriate for teacher preparation in Iran. Procedure. This study is descriptive research that typically employs observation, interview, and survey methods. Observation and tentative design were applied by the researcher at Teacher Training Centers in Iran in 1970. Interviews and surveys were arranged in selected California educational institutions. These institutions included: (a) two University of California (UC) campuses, (b) two California State University (CSU) campuses, and (c) a private college and a university.
Findings. In California, the Ryan Act requires: (1) full-day student teaching for one full public-school semester; (2) a student teaching assignment at two different levels; (3) one student teaching assignment must be in a school where the ethnic population is significantly different from that of the student teacher. In the student teaching process, there are three main interrelated agents: (1) student teacher, (2) co-operating teacher, and (3) University or College supervisor. Preparation of competent teachers is mainly based on the result of the functions of these three agents.
Conclusion. Practice-teaching, according to the proposed model for Iran, can be defined as a gradual induction process that includes six interrelated phases: (1) observing, (2) participating, (3) assistant teaching, (4) bit teaching, (5) initial teaching, and concentrated teaching.
Recommendations. An effective division with an organizational structure for practice-teaching prorams should be devised. (1) An affiliated school on campus with some cooperating schools be chosen. (2) The best teachers for professional education should be selected. (3) The most competent supervisors and cooperating teachers be selected. (4) An adequate practice-teaching committee be established to investigate student-teacher competencies. (5) Regular conferences with supervisors and cooperating teachers be held.
Pages
183
Recommended Citation
Baharestan-Hanzaei, Jalil. (1981). A Practice-Teaching Program Model For Teacher Training Centers In Iran. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3248
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