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Peer reviewedZeichner, Kenneth M.; Teitelbaum, Kenneth – Journal of Education for Teaching, 1982
Two curriculum development strategies for preservice teachers' field-based experiences are analyzed. It is argued that a "personalized" approach to field-based experiences is misguided, and an "inquiry-oriented" approach is presented as more justifiable. (CJ)
Descriptors: Curriculum Development, Elementary School Teachers, Field Experience Programs, Higher Education
Download full textZeichner, Kenneth M. – 1982
In an inquiry-oriented teacher education program, prospective teachers are encouraged to examine the origins and consequences of their actions and settings in which they work. Many of the characteristics of the elementary student teaching program at the University of Wisconsin at Madison are similar to this approach. During the students' 15-week…
Descriptors: Divergent Thinking, Elementary School Teachers, Field Experience Programs, Higher Education
