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One of the most valid criticisms of traditional teacher training programs is the inability to place students in actual practice teaching situations at a time in their training when the experience would be most meaningful. Often the student takes a class in the methods of teaching reading in his sophomore or junior year and then does not make any application of this learning until the last part of his senior year when student teaching takes place. Even though many classes in education encourage visitation and observation, the experience is sporadic and incomplete.

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