Basing Effectiveness Criteria on Theories of Teacher Development.

Autor/inn/en	Floden, Robert E.; Feiman, Sharon
Institution	Michigan State Univ., East Lansing. Coll. of Education.
Titel	Basing Effectiveness Criteria on Theories of Teacher Development.
Quelle	(1980), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Cognitive Development; Developmental Stages; Higher Education; Individual Development; Motivation; Organizational Objectives; Perspective Taking; Program Evaluation; Student Teacher Relationship; Teacher Attitudes; Teacher Behavior; Teacher Education; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Schulleistung; Kognitive Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelle Entwicklung; psychologische; Motivation (psychologisch); Business goal; Unternehmensziel; Zukunftsperspektive; Programme evaluation; Programmevaluation; Lehrerverhalten; Teacher behaviour; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Three developmental approaches to teacher education are examined in an effort to determine a coherent theoretical framework of criteria for evaluating the effectiveness of education programs. The first is discussed in terms of the development in a teacher of concern for student achievement and increasing willingness to be flexible in adapting new innovations that may improve student learning. The second approach to teacher development is based on the application of scales designed to identify the ability to take multiple perspectives, to be empathetic, and to employ principled moral reasoning. The third developmental approach to teacher education seeks to produce teachers who are nondirective, and who will promote developmental growth in children. The rationale for each of these approaches is discussed and the justification of each by leading proponents is presented. A critique of all three approaches is offered. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01