Do Early Field Experiences in Teacher Education Provide a Meaningful Context for Acquiring Pedagogical Knowledge? [Report No.: TE-83004

Autor/in	Denton, Jon J.
Institution	Texas A and M Univ., College Station. Instructional Research Lab.
Titel	Do Early Field Experiences in Teacher Education Provide a Meaningful Context for Acquiring Pedagogical Knowledge? [Report No.: TE-83004
Quelle	(1983), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Critical Thinking; Field Experience Programs; Higher Education; Methods Courses; Preservice Teacher Education; Program Effectiveness; Program Improvement; Progressive Education; Socialization; Student Attitudes; Teacher Effectiveness; Teacher Role; Teaching Experience + Suchen Sie Ihr Suchwort? Kritisches Denken; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Reformpädagogik; Progressive Erziehung; Socialisation; Sozialisation; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle
Abstract	A review of studies on early field experiences centers on John Dewey's belief that pre-practice teaching laboratory experiences should foster reflective criticism of educational purposes and instructional methods and result in more effective student teaching experiences. Current studies have indicated that early field experiences, by focusing on how to complete classroom tasks and by excluding consideration of why tasks are important, encourage imitation rather than reflective thinking and experimentation. An effective early field experience program should promote teaching candidates' analytical skills and their teaching concepts and skills. Program designers should consider establishing a content structure, in teaching methods courses, which will serve as a foci for observation activities. Preservice students would be expected to integrate field observation information with formal descriptions and definitions in subsequent coursework, addressing the components of clinical pedagogical knowledge, e.g., diagnosis, communication, planning, managing, and evaluation. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01