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Abstract
Several researchers (Goodlad, 1990; Kagan, 1992; Grant and Secada, 1991) recommend that teacher preparation programs implement reforms to help prospective teachers acquire knowledge, skills, and experiences that are necessary to become effective teachers. These reforms include: (a) provide more resources, (b) increase faculty responsibility, (c) enhance the link between theory and practice, (d) facilitate opportunities for extensive interaction with pupils within a classroom context, and (e) provide opportunities for the prospective teachers to reflect upon their beliefs and practices about classroom teaching and the teaching profession. To accomplish these goals, universities must enhance both the structure and content of the teacher preparation programs.
This paper presents preliminary evaluation results of the Comprehensive Teacher Institute (CTI), an innovative teacher preparation program that incorporates the reforms described above. The CTI won the 1992 Christa McAuliffe Showcase for Excellence Award from the Association of American Colleges of Teacher Education (AACTE).