Though there are many reasons for the current gulfs which separate school,community, and teacher-training institutions in the inner city, this paper suggests that a limited view of teaching and an inappropriate training model may be primarily at fault. A tripartite teaching role involving instruction, curriculum development, and community involvement, is described by the author as an alternative, and he outlines a school-based training project in Washington,D. C. operating on this conception. As with conventional teacher-education programs,only a minority of graduates remained in the classroom after five years,but the author presents other grounds on which to judge the success or failure of his model.

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