Can Teachers Become Better Thinkers?

Autor/in	Martin, David S.
Titel	Can Teachers Become Better Thinkers?
Quelle	(1983), (26 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cognitive Development; Cognitive Processes; Inservice Teacher Education; Outcomes of Education; Problem Solving; Program Effectiveness; Program Implementation; Secondary Education; Secondary School Teachers; Student Development; Student Teacher Relationship; Teacher Effectiveness; Teacher Improvement; Teacher Influence + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Lehrerfortbildung; Lernleistung; Schulerfolg; Problemlösen; Sekundarbereich; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Much criticism is being leveled today at the teaching profession, both for failure to provide students with high levels of cognitive functioning, and for failure to apply careful and systematic thinking to the execution of the many demanding instructional tasks required of the teacher's role. A special pilot study tested the effects of a systematic cognitive intervention program on a group of 14 inservice teachers at the Model Secondary School for the Deaf at Gallaudet College (Washington, DC) during a one-year period. The cognitive intervention program used was "Instrumental Enrichment," a special content-free, paper-and-pencil intervention program in which the learner improves problem-solving strategies in 14 cognitive areas, such as comparison, categorization, orientation in space, analytic perception, and logical reasoning. The instructor mediates the learner's work with these materials and provides insight through discussion about the application of these strategies to subject matter and to life situations. When contrasted with a control group of teachers, results indicated that the special program enhanced: use of questioning skills that produced higher cognitive functioning in students; giving of clear and concise directions; provision of instructional alternatives to individual students; diagnosis of student needs; and involvement of students in decision making. It was concluded that inservice training for teachers in improvement of their adult cognitive skills is essential to many of the daily professional tasks of the teachers. (Author/JMK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01