Teacher Education Reform: Transforming the Practice of Home Economics Teachers through Learning Communities.

Autor/in	Johnson, Julie M.
Titel	Teacher Education Reform: Transforming the Practice of Home Economics Teachers through Learning Communities.
Quelle	(1992), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Critical Theory; Critical Thinking; Curriculum Development; Educational Change; Educational Philosophy; Educational Research; Higher Education; Home Economics; Secondary Education; Teacher Attitudes; Teacher Education; Teacher Education Curriculum; Teaching Methods; Undergraduate Study; Nebraska + Suchen Sie Ihr Suchwort? Kritische Theorie; Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hauswirtschaft; Hauswirtschaftslehre; Sekundarbereich; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium
Abstract	In 1985, Nebraska selected Marjorie Brown's philosophical framework as a basis for a curriculum development project. Because inservice efforts to help teachers understand this critical consciousness approach to teaching failed, attention was focused on providing inservice education to help teachers change. The strategy at the University of Nebraska-Lincoln evolved into a three-way approach: professional development for teacher educators, encouragement of the change process in inservice teacher graduate courses and workshops, and revision of undergraduate curriculum. At this time, the learning community (LC) idea was born. For the empirical component, 152 home economics teachers were surveyed using the Curriculum Orientation Profile. The interpretive component included observations of three teachers; indepth interviews with the teachers, their administrators, and students; and writings of the teachers in the LCs. Critical science action research was implemented through LCs. The purpose of the interpretive and critical science components was to understand what it is like to examine one's curriculum orientation and make changes on that orientation and teaching practices. In 1991, 33 participants were selected for 3 LCs. In 1992, 12 teachers were selected for an additional LC; 28 of the original 33 members continued in the LCs for a second year. (Appendixes include transparencies that illustrate LC workshop offerings and the LC process.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC