INTERNESHIP IN TEACHER EDUCATION

摘要

Problem. To study interneship programs in the professional education of elementary and secondary school teachers answering specifically these questions: (1) What are the stated objectives of existing programs of interneship? (2) What are present practices in the organization and administration of these programs? (3) What principles are generally recognized by leaders in the field of teacher education as being desirable principles undergirding the organization of interneship programs? (4) To what extent do existing practices conform with these basic principles?;Procedure. Twenty-one interneship programs replied to a questionnaire covering the major aspects of interneship. Thirty-one leaders in teacher education rated fifty-five proposed interneship principles validating forty-four of them. Sixty-one cooperating teachers and one hundred and two former internes replied to a questionnaire requesting their frank opinions of the advantages and disadvantages of interneship.;Besides using a questionnaire procedure, the writer personally visited fifteen of the twenty-one interneship programs included in the study. Additional data were gathered by correspondence with directors of interneship programs.;Findings. The findings of this thesis are organized around the forty-four interneship principles validated by leaders in teacher education. The limitations of this abstract, that it be but one page in length, prevent the listing of these principles with indications of the degree to which they are observed by existing interneship programs.;Major goals of interneship are: (1) The integration of theory and practice in the professional education of teachers. (2) Insuring that the beginning teacher secures his first year's experience in a school situation conducive to professional growth. (3) Providing a scheme of teacher induction in which there is adequate and competent supervision at the time of induction. (4) Providing a program of professional preparation of teachers in which learning is based upon doing. (5) Making possible gradual induction into the work of teaching.;Recommendations include: more emphasis on helping internes to become acquainted with the local community and with community problems; greater participation by internes in a wide variety of administrative tasks; wider experience for internes in directing different types of extra-curricular activities; opportunity for internes to assist specialized staff members at some time during the period of interneship; continued stress on encouraging internes to participate in recreational, social, and cultural activities leading to personal enrichment; more careful selection of internes; better supervision and guidance of internes; definite contractual agreements between the parties involved in an interneship program; a salary for internes sufficient to cover minimum living expenses at least; limiting graduate work for most internes to one course a semester in addition to the internes' seminar; stressing more participation in internes' seminars by cooperating teachers, superintendents of schools, and members of academic departments of teacher training institutions; graduate credit for interneship activities successfully carried on in the local school situation when the purpose of graduate work is conceived to be improved teaching competence; giving internes in a number of interneship programs more responsibility in the direction of classroom activities.