Teachers as Assessors and Assistors.

Autor/in	Dalton, Stephanie
Institution	Kamehameha Schools/Bernice Pauahi Bishop Estate, Honolulu, HI. Center for Development in Early Education.; Hawaii Univ., Honolulu. Coll. of Education.
Titel	Teachers as Assessors and Assistors.
Quelle	(1989), (22 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Development; Higher Education; Interaction Process Analysis; Interpersonal Relationship; Preservice Teacher Education; Social Influences; Teacher Response; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prozessanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehramtsstudiengang; Lehrerausbildung; Sozialer Einfluss; Lehrerkommentar; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	According to the cognitive development theory of Lev Vygotsky, learning is formed, and thinking is transformed as a result of participation in purposeful activity with others. Through joint activity, social problem solving is learned and eventually internalized into intrapsychological processes. This paper describes an experimental teacher education program that is an application of principles representing Vygotskian theoretical themes. The guiding principles are described and supported with quotes from observational and interview data to present a model of teaching, performance assistance. The program supports the model by proposing reorganized interactional teaching activity to assist rather than assess student performance. A preservice teacher's case of early teaching practice is discussed to demonstrate: (1) how this reorganization of interaction and thinking transforms preservice teacher thinking; and (2) how institutional demands on the teacher can come into conflict with these transformations in practice. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC