opinions, Facts,and Ideas
Becoming is a never ending challenge. Chall (1967, page 308-309) states that based on her years of work observing teachers convinced her that good teachers are always searching for good methods. Highly respect colleagues of mine have affirmed my interests in preservice and continuing professional development. Dr. Vicki Snider, writes that teaching is not intuitive. Snider concludes that appropriate teacher education would produce excellent teachers and higher student achievement (Snider, V.E., Myths and Misconceptions about Teaching. 2006, pp 104-105). Dr. Joe Morin, described his search for effective methods and how he mastered skills through professional development)0. In his memoir he described the stress associated with his journey to become a competent and confident professional teacher (2021)
There are many barriers to preservice professional development:
Current and historical lack of general public respect for teachers.
General public misperceptions about the role, responsibilities, and what is required to be a highly effective classroom teacher.
State legislative and tax payer support for public education.
Leadership at the national, state, and local level for educational vision, mission, and practice changes to address needs.
Traditional budgeting and staffing practices in liberal arts based colleges of education,
Accreditation practices and power to influence university/college decision making,
Lack of faculty and administrative experience and commitment to practices associated with long history of professional training in medicine, nursing, communicative disorder, physical and occupation therapy.
Lack of informed and creative administrative leadership needed to make change in teacher education practice
Too little use of performance based instructional practices and supervised clinical experience,
Perspective student’s misconceptions about what it takes to be a highly effective classroom teacher.
Readers are encouraged to read chapters titled About, and pages Emerging Interest and Teacher Training: A Foundation for Professional Growth(Franks, 1970), and chapter ECSE History, page Challenge of Inclusion (Dunlap & Franks, 1996).
Ideas: Practices Based on a Developmental Medial Model implications for teacher training and multiple discipline intervention
Principles and Practice
Know, Respect & Action based on Evaluations, Observation, and Test Teaching and Interventions (Budhoff, M.,1960’a),
Employing Habilitation or Medial & Rehabilitation or Remedial Models,
Eliminating Contra-indicated Practices across professional disciplines and environments,
Using Inter & Transdisciplinary Team Collaborative Practices (See papers prepared by practitioners under RESOURCES),
Sharing Practice Across Home, Childcare, Early Education, and Early Childhood Special Education Learning Environments