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Inservice education and the six o'clock news

1978; Taylor & Francis; Volume: 17; Issue: 3 Linguagem: Inglês

10.1080/00405847809542767

1543-0421

Richard I. Arends, Richard H. Hersh, Jack Turner,

Teacher Education and Leadership Studies

Jack Turner Coordinator of Inservice Education Teacher Corps Project University of Oregon Eugene, Oregon T he demand or need to improve inservice education for school personnel has existed many years. Currently, the demand or need is increasing at an accelerating rate for three reasons. First, with declining enrollments and related reductions in the work force, schools must emphasize developing current human resources over hiring new ones. Second, as the demands for educational reform (e.g., instruction in basic skills, career education, integration of more pluralistic student groups into the mainstream) have grown louder, more schools have attempted to implement new programs that require new attitudes and skils on the part of current staf. Third, traditional practices for organizing inservice education and times of scarce resources have rendered many would-be providers of inservice impotent. In this paper we discuss several issues that deserve consideration in efforts to improve inservice. First, we present and challenge several assumptions currently held by many inservice planners and deliverers. Second, we present our view of effective inservice practices. Finally, we describe what must be done to construct an appropriate inservice system. Throughout, we emphasize that breaking through conceptual and implementation problems requires understanding current relationships among an array of variables that impact on inservice and recognizing the potential synergistic effect that can result from new relationships among those variables.