Document Type
Focus Area Five
Abstract
In Teachers for Our Nation's Schools John Goodlad (1990) calls for programs which develop within education students a profound democratic consciousness for assisting them to understand the inevitable tensions between unquestioned routines, research and theory-supported practices. Furthermore, such approaches are to take place in "exemplary schools," followed with assistance to recent graduates for "easing the critical early years of transition into teaching" (pp. 61-62).
Imbedded throughout Goodlad's Postulates* is the notion that teacher education students must internalize the "good stewardship" dimension of teaching (p. 51). One key aspect of this stewardship, which is intended to empower teachers to renew schools, is providing preservice teachers with an understanding of not just the individual classroom but also the broader institutional and societal context in which they will teach. This task "requires that teachers themselves possess a deep understanding of both the governance structures and processes of [a] political democracy and the requisites of humane citizenship" (p. 52).
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
223
Last Page
227
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
Vavrus, Michael
(1992)
"Implications of Goodlad's "Good Stewardship" for Field-Based Teacher Education,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 47.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/47
