Dynamic Teachers: Leaders of Change.

Autor/inn/en	Rallis, Sharon F.; und weitere
Titel	Dynamic Teachers: Leaders of Change.
Quelle	(1995), (179 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8039-6236-3
Schlagwörter	Leitfaden; Change Agents; Classroom Environment; Classroom Techniques; Educational Change; Educational Innovation; Elementary Secondary Education; Futures (of Society); Higher Education; Learning Strategies; Teacher Leadership; Teacher Role; Teaching Styles; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Bildungsreform; Instructional innovation; Bildungsinnovation; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerfunktionsstelle; Lehrerrolle; Lehrstil; Unterrichtsstil; Theorie-Praxis-Beziehung
Abstract	This book examines the emerging roles of teachers whose classrooms reflect a rapidly changing society. Teachers are seen as needing to: be expert in both content and pedagogy; be committed to professional behavior; facilitate conditions for student learning; challenge students' thinking through appropriate questioning strategies; extend the classroom into the community; and become a change agent, advocating for school reform. Using information from case studies of working teachers, a portrait of a "dynamic teacher" is developed, illustrating how the dynamic teacher differs from colleagues and explaining why such differences are essential to the success of schooling in the future. Seven chapters then explore seven interactive and overlapping roles that, taken together, form the"dynamic teacher." Chapters consider: (1) the "moral steward," who acts on the belief that the purpose of education is to ensure each child's right to reach his or her full potential; (2) the "constructor," who makes sense of the subjects taught, the craft of teaching, and the development of children; (3) the "philosopher," who uses professional commitment to shape the experience of schooling for children; (4) the "facilitator," who enacts the learner-centered classroom where children integrate their own knowledge construction with that of their peers; (5) the "inquirer," who asks critical questions about what students should learn and have learned; (6) the "bridger," who blurs the boundaries between the classroom and the community; and (7) the "changemaker," who advocates for constructive change. The appendixes include the "Universal Declaration of Human Rights." (Contains 104 references.) (ND)
Anmerkungen	Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-8039-6236-3, $20; cloth: ISBN-0-8039-6235-5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01