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• W339968913 abstract "MF-$0,76 Plus Postage. HC Not Available from EDRS. *Doctoral Programs; Higher Education; Reading; Reading Instruction; Seminars; Summer Institutes; *Teacher Education; Teacher Education Curriculum; *Teacher Educator Education One of the most frequent criticisms of doctoral preparation in reading is the lack of training and guidance in the area of teacher education. Often graduate students are assigned as teaching assistants, either initially assuming full responsibility for selected undergraduate sections with little preparation or else beginning by assisting a professor in a course, assuming primary responsibility for a section of the course later on. A couple of strategies which might be initiated to strengthen the teacher education component of doctoral preparation are the seminar, like the one developed and offered at the State University of New York at Albany in the summer of 1974, and a practicum which has yet to be initiated although selected components are operational. (Outlines of the seminar--with lists of references, sample modules, and audiotapes--and the practicum are included.) (JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. ********************************************************************** grik STATE UNIVERSITY OF NEW YORK AT ALBANY DEPARTMENT Ox READING AV) PREPARING TEACHER EDUCATORS IN READING Richard Allington U S DEPARTMENTOF HEALTH, EDUCATION I. WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN AT INC, tT POINTS Of VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF F DUCAT ION POSITION OR POLICY Probably the three most recurrent criticisms of doctoral preparation in reading are: 1) a lack of training, experience, and guidance in conducting quality research on the various aspects of reading and learning to read, 2) a lack of breadth and depth of study on theoretical and philosophical aspects of the reading process; and 3) a lack of training and guidance in the domain of teacher education, with which this paper is concerned. The other two areas of criticism have been discussed more frequently and most doctoral programs provide at least a cursory introduction to research areas in the nature of coursework. However, few doctoral programs in reading, or in most other fields for that matter, provide any planned preparation in college teaching or teacher education. This deficiency seems even more glaring when one considers that those who earn doctorates in reading are more likely to engage fn teacher training at some time in some capaci'v, than they are to engage in educational research. This paper is not an attempt to undermine the valid criticisms of weaknesses in the other areas but rather to present some suggestions for training better teacher edUcators. The Status Quo Evidently, college teaching is seen as a rather uncomplicated process. In many institutions doctoral students are assigned as teaching assistants, assuming full responsibility for selected undergraduate sections, t WI little or no preparation beyond being presented P course outline ant. suggested tex+." @default.
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• W339968913 title "Preparing Teacher Educators in Reading." @default.
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