Institutional Change: The Infusion of Human Relations into Preservice Teacher Education Programs

The strengthening of human relations education in the preparation of teachers has become legitimately and necessarily the responsibility of each institution engaged in preservice teacher education. Infusion--the permeation of all dimensions of a teacher education program with the development of the...

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Bibliographic Details
Main Author Cole, Donna J
Format Report
LanguageEnglish
Published 01.03.1985
Subjects
Change Strategies
Emporia State University KS
Higher Education
Human Relations
Humanistic Education
Interpersonal Relationship
Lenoir Rhyne College NC
Preservice Teacher Education
Student Attitudes
Teacher Education Programs
Values
Wittenberg University OH
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Summary:The strengthening of human relations education in the preparation of teachers has become legitimately and necessarily the responsibility of each institution engaged in preservice teacher education. Infusion--the permeation of all dimensions of a teacher education program with the development of the concepts, skills, and attitudes necessary to good human relations--is the most appropriate model. Introduced by Robert L. Mulder, three papers are presented on three institutions for higher education: "Wittenberg University" (Ohio), by Donna J. Cole; "Emporia State University" (Kansas), by Theresa E. McCormick; and "Lenoir-Rhyne College" (North Carolina), by Donald G. Hayes. These institutions have developed procedures for assessing their need to strengthen human relations education, and for effecting the necessary changes. Wittenberg utilized an in-house study committee; Emporia State employed a Human Relations Specialist; and Lenoir-Rhyne used data from a longitudinal study of the changes in value commitments experienced by students from entrance to graduation. All three institutions relied heavily upon institutional resources and support for the success of their projects. Given the common needs and the common patterns of teacher education programs, irrespective of the institution in which they are located, the experiences of the three institutions reported here can be helpful to others. (Author/JD)