The Analytical Approach To Teacher Education

Abstract

The literature of teacher education shows a growing interest in the extent to which departmentalization may be justified. The challenge is not limited to the subject-matter fields; it is clearly heard by many who are responsible for the professional development of the pros pective teacher. Mr. Holton, Assistant Professor of Education, the University of North Carolina, Chapel Hill, is not only critical of the over-all organization now commonly observed; he has some definite convictions which he expresses in this article.