Curriculum revision efforts have been undertaken at many institutions to create more profossionaily responsive teacher education practices. In this arti cle, Hanes, Kemper, and Mulhern de scribe their institution's efforts to foster curriculum change. They describe two phases: the first, defining the param eters of and preparing faculty for change; the second, designing and im plementing the change process. The authors describe the successes and problems associated with their efforts and discuss the direct and indirect bene fits of a revised curriculum.
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References
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Nolan, J.F. (1985). Potential obstacles to internal reform in teacher education: Findings from a case study. Journal of Teacher Education, 36 (4), 12-16.
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Patriarca, L.A., & Buchman, M. (1983). Conceptual development and curriculum change: Or is it rhetoric and fantasy?Journal of Curriculum Studies , 15 (4), 409-423.
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Shaw, K.E. (1975). Negotiating curriculum change in a college curriculum . In W. A. Reid & D. F. Walker (Eds.), Case studies in curriculum change. Boston: Routledge & Kegan Paul.
