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A Bucket of EELS

A Tripartite Approach to Renewing a Teacher Education Program

University of Portland, Oregon

Dennis Potthoff

University of Nebraska, Kearney

Julie Dinsmore

University of Nebraska, Kearney

This article describes a systematic overhaul of a teacher preparation program and presents outcomes based on studies of the program’s effectiveness in improving the knowledge and skills of teacher educators—university and PK-12 based—related to technology, diversity, and democratic education. The renewal program was peer designed and implemented over a 5-year cycle of 3 intact cohorts composed of education and arts & sciences university faculty and PK-12 colleagues simultaneously engaged in revising the scope, sequence, and content of a teacher education program. Presurveys and postsurveys indicate that nearly all of the instructional objectives were met and that participants made significant gains in their knowledge and skills related to the 3 target areas. Lessons learned in the process and implications for similar renewal efforts are offered.

Key Words: teacher education • technology • renewal • diversity

Journal of Teacher Education, Vol. 55, No. 1, 91-101 (2004)
DOI: 10.1177/0022487103259826


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