Document Type
Focus Area One
Abstract
My views regarding the role of research-oriented universities in teacher preparation have been strongly influenced by three different, but related, experiences. First, my undergraduate teacher education preparation was in a five-year program at a California state college evolving from a "normal school" to a "state college." During my master's program, it became a "regional state university." Second, after more than a decade of public school teaching and subsequently completing a doctorate in physical education curriculum, I became chair of the men's professional preparation program at a research-oriented university, The University of Iowa. Third, my department was a pioneer and leader in the identity struggle of the field of physical education and the resulting emergence of physical education as an academic discipline. The controversy over physical education as a discipline continues today concerning the content and methodology of physical education curriculum in the public schools and in college and university professional preparation programs.
This paper will argue for the inclusion of teacher education programs in "flagship" universities if the subject area is based on a body of expanding knowledge in recognized disciplines. I will use physical education as a sample subject area because I know it best, because it is a changing field and because it is commonly viewed as non-academic.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
36
Last Page
39
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1992 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Leslie, David K.
(1992)
"An Argument for Quality Teacher Preparation in Universities that Prioritize the Research Role,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 11.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/11
