Literaturnachweis - Detailanzeige
| Autor/in | Haberman, Martin |
|---|---|
| Titel | The Influence of Selected Societal, University, and School Conditions on the Preparation and Practice of Teachers. |
| Quelle | (1981), (35 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Beginning Teachers; Education Majors; Education Work Relationship; Preservice Teacher Education; Professional Recognition; Teacher Burnout; Teacher Educators; Teacher Responsibility; Teacher Role; Teaching Conditions; Work Attitudes |
| Abstract | An unresolved dilemma in teacher education is the organizational dislocation that occurs between the setting in which teachers are educated and those in which they are expected to practice. College students are conditioned to be independent and self-interested, while beginning teachers are expected to conform to and support their school system. In the university setting, students can receive misleading impressions about teaching that influence their career choice, expectations, and teaching behavior. They see the perquisites and esteem accorded to educators, as well as the fact that society holds individual teachers largely unaccountable for students' inadequacies. When beginning teachers face the problems of daily classroom existence, sooner or later they come to the painful realization that they are not functioning as special, well-educated professionals in management, but as bureaucratic functionaries. Three conditions in the teacher educator setting shape teachers into professionals or simply job-holders: the means for evaluating pupils; the nature of the school curriculum; and the definition of the teacher's work. Teacher educators and school practitioners should share a common vision regarding these elements of their profession, so that the dichotomy between the university and school setting can be transcended. (FG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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