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| Autor/in | Denton, Jon J. |
|---|---|
| Titel | Empirical, Experiential, and Theoretical Perspectives Affecting the Development of a Content Structure of Pedagogy. |
| Quelle | (1985), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Higher Education; Instructional Development; Preservice Teacher Education; Program Content; Teacher Education Programs |
| Abstract | Three bases or decision-rules for selecting and organizing content for teacher preparation programs are discussed. In order to be considered as viable content for a teacher preparation program, the concept, principle, or process must be: (1) related to student growth; (2) a necessary curricular component; and (3) logically explained by a theory of social science. Examples are presented to illustrate the nature of content resulting from each decision-rule. The three rules are neither exhaustive nor exclusive, each having topics overlapping into the other areas; this overlap is logical given the interaction of theory and empirical evidence used in the processes. A consolidation of the three bases represents the most desired content structure of pedagogy. (CB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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