An Experimental Approach to THÉ Integration of Professional Courses at/the University of Minnesota-A Progress Report

Chapter IV: The Preservice Preparation of Teachers

“…Concerned with observation, practice teaching, and the internship, the latter a term often loosely used and therefore sometimes confused with ordinary practice teaching, are twenty-three studies (2,10,19,20,24,25,28,41,42,52,67,74,83,88,94,95,97,111,112,122,131,132,135), and with the laboratory school and its problems in general, ten studies (42,57,84,92,93,95,97,104,108,134). The largest subgroup was related in some way or other to the general theory and expository courses in education as such; of these there were thirty-seven (1,4,7,13,17,18,29,31,32,34,36,37,38,43,44,…”

“…It would appear that the integrated course in education resulted in greater achievement, but the factors to be noted are that (a) the control group did not have the same exposure to certain aids; (b) the examinations were based on the course material in the integrated course; (c) the teachers may have been motivated (13).…”

“…Only thirteen are concerned primarily with elementary teaching (14,35,36,39,44,54,65,69,70,88,100,107,117); twenty-five with secondary teaching (5,13,17,22,34,37,41,43,45,53,54,63,66,76,83,84,94,95,99,33,113,118,119,131,138) ; and eight with instruction in higher education (8,15,29,47,58,75,105,133). The other ninety-one concern teacher training in general at both the elementary and secondary levels.…”