Literaturnachweis - Detailanzeige
| Autor/in | Marchant, Gregory J. |
|---|---|
| Titel | Alternative Certification and the Knowledge Base for Teachers. |
| Quelle | (1990), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Affective Behavior; Alternative Teacher Certification; Cognitive Processes; Elementary Secondary Education; Higher Education; Intellectual Disciplines; Teacher Education Programs; Teaching Experience |
| Abstract | This paper identifies areas within the teaching-learning process that need to be addressed by alternative teacher certification programs. One of the major strengths of alternative teacher certification programs rests in the subject matter knowledge of their participants. Beyond this, however, there is a growing knowledge base that includes contributions from research on specific teaching and learning skills and behaviors, research on child development and cognition, and recent research on teacher thinking and sense of efficacy. Effective teacher preparation programs incorporate this knowledge base with the assumed subject expertise of the candidate for alternative certification. As part of this discussion, a theory is presented that defines the role of "reflection" as a means to an end, rather than as an end in itself. The teacher developing classroom expertise uses reflection in the form of analysis and synthesis of subject matter, pedagogical knowledge, and classroom events in order to establish successful routines, which become part of the knowledge base. Potential weaknesses of alternative teacher education programs are time limitations and a possible lack of emphasis on pedagogical knowledge and the development of reflective processes. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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