Knowing How To Teach Well: Teachers Reflect on their Classroom Practice. ACER Research Monograph No. 44.

Autor/inn/en	Batten, Margaret; und weitere
Institution	Australian Council for Educational Research, Hawthorn.
Titel	Knowing How To Teach Well: Teachers Reflect on their Classroom Practice. ACER Research Monograph No. 44.
Quelle	(1993), (84 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-86431-105-2
Schlagwörter	Leitfaden; Case Studies; Classroom Environment; Classroom Techniques; Educational Practices; Elementary School Teachers; Elementary Secondary Education; Foreign Countries; Learning Strategies; Motivation Techniques; Profiles; Reflective Teaching; Secondary School Teachers; Self Evaluation (Individuals); Student Needs; Teacher Effectiveness; Teacher Student Relationship; Teaching Methods; Teaching Skills; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Klassenführung; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivationsförderung; Charakterisierung; Profilanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Australien
Abstract	This monograph gives an account of three associated studies of the professional craft knowledge of teachers as articulated by 20 teachers in 4 secondary schools in Victoria, Queensland, and New South Wales, Australia. Participants were chosen on the basis of: (1) student identification of their best teachers and (2) equal representation from three curriculum areas--humanities, science/mathematics, and practical subjects. The teachers were observed for three lessons each, and asked to talk about aspects of the lesson that had pleased them, which involved reflection on why and how certain strategies were used. From these recorded interviews, an individual pedagogical profile was developed for each teacher. THe six chapters of the monograph are: (1) "The Context of the Project" (Margaret Batten); (2) "Students' Perceptions of Effective Teaching" (Margaret Batten); (3) "Exploration of Teachers' Professional Craft Knowledge: The Victorian Study" (Margaret Batten); (4) "Exploration of Teachers' Professional Craft Knowledge: The Queensland Study" (Perc Marland); (5) "Exploration of Teachers' Professional Craft Knowledge: The New South Wales Study" (Mon Khamis); and (6) "Summary and Conclusions" (Margaret Batten and Perc Marland). Appendices provide: (1) a pedagogical profile from the Victorian study and (2) diagrammatic representations of two teachers' concepts of teaching effectiveness from the Queensland study. (Contains approximately 85 references.) (LL)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC