The relationship of John I. Goodlad's Twenty Postulates to early field experiences in music teacher education
Ringwall, Lauren Shutt
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John Goodlad has been a respected voice in the area of school and curriculum reform since the late 1960s. In the early 1990s he expanded his work to include teacher preparation, calling for a simultaneous renewal of both schools and teacher education. In 1991 he proposed a set of 19 suggestions to strengthen teacher education programs and thereby improve K-12 education (1994). Since 2000, when a 20th was added to the list, these precepts have been known as the Twenty Postulates. They set forth specific criteria for programs leading to the certification of teachers in a format that would engage the school site in simultaneous renewal of its own mission while providing a training site for future educators. Among other benefits, the Postulates offer a design model for the administration of field experience collaborations between universities and public schools. The purpose of this study is (a) to examine Goodlad’s Twenty Postulates in relation to current school-university collaborations in teacher education; and (b) to determine to what extent Goodlad’s model is currently being used in music teacher education programs in colleges and universities in the United States.