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- W298047047 abstract "I HERE is a notion of teachers centers which is essentially an image of a place small, welcoming, hand-built— where teachers come voluntarily to make things for classrooms, to exchange ideas, and to learn in a format of one-shot or shortseries workshops rather than semester-long courses based on lectures and texts. Because this place is non-institutional neutral ground, teachers can let down their hair, drop com petitiveness and defensiveness, and thus find starting points for self-improvement and professional growth. There is another notion of teaching cen ters which emphasizes the concept or process of a local school district, college of education, and perhaps state department of education collaborating to meld preservice and inservice education in a new field-based in stitution than can make preservice more nitty-gritty practical, in-service more challengingly intellectual, professional credentialling more realistic, educational research more relevant, and professional performance more accountable. Both notions are of course ideals. The adherents of each tend to believe that the other notion is impractical—not the way teachers are or the way the school system works. Teachers centers are put down by some educational administrators as being pleasant but ineffectual because of their small scale, insistence upon teacher volun tarism in participation, and localism of lead ership and purpose. On the other hand, some teaching centers have been ignored by work ing teachers who distrust them as just an other blueprint for the same bureaucratic motions—which facilitate management by administrators and professors but do not enhance learning by teachers and students in classrooms. Luckily or unluckily, on the way to being realized, ideals are subtly blurred; and the actualities of both notions—teachers center and teaching center—show a good deal of comingling of streams of thought and useful compromise. Looking at centers across the country, one finds so many different combinations of programming, teacher par ticipation, decision making, sponsorship, and financing, that no widely applicable models for building a new center can be delineated. If one seeks a model, it seems more useful to dwell on the purposes for which centers have been started, and the premises they project in teaching-learning interactions with teachers." @default.
- W298047047 created "2016-06-24" @default.
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- W298047047 date "1976-01-01" @default.
- W298047047 modified "2023-09-23" @default.
- W298047047 title "What's a Teachers Center For?." @default.
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