Teacher Education, Teacher Effectiveness, and Developmental Psychology. Report No. 75-15.

Autor/inn/en	Brophy, Jere E.; Evertson, Carolyn M.
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Teacher Education, Teacher Effectiveness, and Developmental Psychology. Report No. 75-15.
Quelle	(1975), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Cognitive Development; Curriculum Development; Educational Philosophy; Elementary Education; Social Class; Teacher Characteristics; Teacher Education; Teacher Effectiveness; Teaching Methods; Teaching Styles + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kognitive Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Elementarunterricht; Social classes; Soziale Klasse; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	This paper presents some of the major findings of the Texas Teacher Effectiveness Study, an investigation of the teacher characteristics that correlate with ability to produce student learning gain. In addition to general information about the study and its findings, specific attention is drawn to contrasts between optimal behavior in low SES and high SES schools, and contrasts between findings expected on the basis of previous theory and research and findings which failed to confirm expectations or even contradicted them. Analysis of these two sets of contrasts suggests an interpretation based upon considerations drawn from developmental psychology (particularly the distinction between Piaget's preoperational stage versus his concrete operational stage) and from an analysis of differences between the teaching-learning situation in grades 1-3 versus the teaching-learning situation in later grades. The data and these interpretations suggest several implications for how the act of teaching should be conceptualized and how future teachers should be educated. Some of these implications conflict with popular theories and beliefs concerning the nature of effective teaching, the structure of teacher education programs, and the implications of research on cognitive development for curriculum and methods in the early elementary grades. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC