Training Prospective Teachers By the Developmental Process

Abstract

How seriously is the organization of our teacher-education programs handi capped by the traditional method of at tempting to divide it into separate courses? Does the student see the net result of our efforts as an integrated whole? Or does he emerge from his pre service experiences with no more than credit in disparate courses? In this arti cle Mr. Jordan describes a developmental process which seeks to cut directly across the boundaries of courses with unremit ting attention focused upon the ultimate welfare of boys and girls in the elemen tary and high schools. The author, who is Professor of Education at the Univer sity of Georgia, Athens, and Coordinator, Atlanta Area Teacher Education Service at Emory University, Emory University, Georgia, was assisted by John I. Goodlad, L. E. Metcalf, and Lynn Shufelt of the teaching staff of the AATES.