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Standard VIII
Qualifications
and Professional Development of Faculty in Foundations of Education, Educational
Studies, and Educational Policy Studies
Faculty
in Foundations of Education, Educational Studies, or Educational Policy Studies
shall be specialists in their fields by virtue of their doctoral degree
concentrations and/or by having established active participation in the field
of Foundations of Education through their instruction, research, and service.
These faculty shall actively promote improvement of college and university
teaching and demonstrate best teaching practices. They shall also engage in
research and writing, participate regularly in the programs of appropriate
professional and learned societies, and collaborate with educational
practitioners and interested citizens on projects of mutual interest. Such
activities serve to promote the regular reassessment and growth of their
interpretive, normative, and critical perspectives on education.
Discussion of Standard VIII
This Standard seeks to promote
formal doctoral and post-doctoral studies among persons engaged in Foundations
of Education, Educational Studies, or Educational Policy Studies as a necessary
factor in obtaining and maintaining professional qualifications.
Faculty members involved in teaching and research devoted to
developing interpretive, normative, and critical perspectives on education
participate in a broad range of professional and scholarly activities for the
purpose of maintaining currency in their specializations. They play primary
roles in promoting inservice and professional development opportunities for
their colleagues. Parent institutions, professional associations, and learned
societies assist these endeavors by promoting professional, scholarly, and
community involvement among faculty. To keep current with movements in society
at large and particular communities that impinge on their professional and
scholarly commitments, faculty in Foundations of Education, Educational
Studies, and Educational Policy Studies also collaborate with practitioners and
interested citizens in order to strengthen meaningful lines of communication
and to support an integration of knowledge on fundamental issues and problems
in education.
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