Alternative Learning Environments Equal Role Changes for Participants.

Autor/inn/en	Andrews, Sharon Vincz; und weitere
Titel	Alternative Learning Environments Equal Role Changes for Participants.
Quelle	(1994), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Change Agents; Change Strategies; Classroom Environment; Classroom Research; Curriculum Development; Education Courses; Educational Change; Elementary Education; Elementary School Teachers; Faculty Development; Higher Education; Participative Decision Making; Reflective Teaching; Role Conflict; Seminars; Teacher Education Programs; Teacher Educators; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lösungsstrategie; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fortbildungskurs; Bildungsreform; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rollenkonflikt; Seminar; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper provides case studies in role change proceeding from description of a school-wide initiative to a teacher education methods class to individual students and their classroom teachers. All the case studies examine the changing roles of teachers, students, and professors within a climate of shared decision making, student/teacher collaboration, and collaborative classroom curriculum development. The paper suggests strategies which facilitate change and support teachers in new and more democratic roles in the classroom and in the school power hierarchy; addresses participants' concerns about role change in a school setting; explores conditions that provide support for role change in teaching and learning settings; and discusses the influence of teacher style. The propositions which emerged in the study and the implications for curriculum are summarized in the following statement: the qualities and conditions which democratic practice allow--development of voice, the creation of learning environments, the pursuit of inquiry, and engagement in reflexivity--are the major components of a framework for learning and therefore should be major components of curriculum in teacher education. Salient themes that emerged are noted: for role change to occur, a careful setting of the context is important, inquiry is expected and participated in by all members of the project, inquiry is collegial, those in power positions often engage in role abdication, and reflective identification of barriers to role change and strategies for overcoming the barriers are necessary. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC