Learning to Teach. [Report No.: IRT-OP-64

Autor/in	Feiman-Nemser, Sharon
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Learning to Teach. [Report No.: IRT-OP-64
Quelle	(1983), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Developmental Stages; Higher Education; Individual Characteristics; Individual Development; Learning Processes; On the Job Training; Professional Development; Teacher Education; Teacher Effectiveness; Teaching Experience; Teaching Skills + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individuelle Entwicklung; Learning process; Lernprozess; Training-on-the-Job; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This paper offers a comprehensive approach to creating a data base on learning to teach. It is organized chronologically around a learning-to-teach continuum. The first section deals with the pretraining phase, before prospective teachers even realize they are learning things that will shape their future teaching. The second section looks at the preservice phase, when future teachers undertake their formal preparation. The third section examines the induction phase, which coincides with the first year of teaching. The fourth section examines the inservice phase, which covers the rest of the teacher's career. Despite the limitations of the knowledge base, this broad perspective enables assessment of the relative contribution of formal and informal influences on teachers' learning. Three general assertions are developed in this paper: (1) Formal arrangements for teacher education and training do not fit with what is known about how teachers learn to teach and how they improve their teaching over time; (2) Informal influences figure more prominently in learning to teach, but often have miseducative effects; and (3) Creating more appropriate arrangements to support teachers' learning involves changing not only what educators do but also how they think about learning to teach. (Author/JD)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01