OFFICE OF EDUCATION

This document combines two papers--one on pre-service, one on in-service training of junior college teachert: Literature on pre-service training shows general agreement on the need for knowledge of the history, philosophy, and unique features of the junior college, of adolescent psychology, of curriculum, and of subject matter. Of the 20 state-supported senior colleges and universities (out of 22 'queried) that had graduate programs, 16 had programs for junior college teachers. The programs varied greatly: none had courses in adolescent psychology, many had administration courses, some taught both senior and lunior college teaching, two led to a master's degree in teaching, one provided post-master's work, one led to an Eda, several gave a master's in subject matter, one offered an internship ($3150) in selected junior colleges. Two programs were still being prepared. On in-service training, a questionnaire to the presidents of 39 public junior colleges brought 31 usable replies. Twenty-one said they had an in-service program; 26 had a faculty handbook. Replies to 21 questions on the usefulness of certain items to the orientation of new faculty are shown by total and by percentage. Knowledge of one's own college is considered more important than knowledge.of junior colleges in general. Recognition of duties and responsibilities to administration, staff, other faculty, and board were considered most important. Responses varied on the value of counseling, psychology, student traits, programs available, and follow-up studies. (HH