Title
Faculty Curriculum Styles: Do Style Preferences Influence the Preparation of Aspiring Teachers?
Document Type
Conference Proceeding
Abstract
This study explored university education faculty perceptions of their curriculum styles and their influence on the preparation of aspiring teachers. Using Miller’s (2011) curriculum inventory, a sequential explanatory mixed methods design included (N =11) graduate education faculty who self-identified with one of four schools of curriculum design: linear, holistic, laissez-faire, critical theorist. A follow-up focus group was conducted with N = 7 participants, where their views and theories of curriculum were shared regarding effective design and implementation of curriculum, and the transmission of personal theories to aspiring teachers. Results may be valuable to those who prepare aspiring teachers and develop teacher preparation programs.
Repository Citation
Jasparro, Ralph and Billups, Felice D., "Faculty Curriculum Styles: Do Style Preferences Influence the Preparation of Aspiring Teachers?" (2012). Higher Education. 18.
https://scholarsarchive.jwu.edu/highered/18
Comments
Paper presented at the 43nd annual meeting of the Northeastern Educational Research Association, October 17-19, 2012, Rocky Hill, CT.