A Progressive Approach to the Education of Teachers: Some Principles from Bank Street College of Education. Occasional Paper Series 18

Autor/inn/en	Nager, Nancy; Shapiro, Edna K.
Institution	Bank Street Coll. of Education, New York, NY.
Titel	A Progressive Approach to the Education of Teachers: Some Principles from Bank Street College of Education. Occasional Paper Series 18
Quelle	(2007), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-9321-2119-6
Schlagwörter	Teaching Methods; Justice; Educational Change; Educational Philosophy; Educational Principles; Instructional Innovation; Citizen Participation; Knowledge Base for Teaching; Family School Relationship; Developmental Continuity; Case Studies; Teacher Education; Fundamental Concepts; Etiology + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Gerechtigkeit; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Educational Innovation; Bildungsinnovation; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Teaching theory; Theory of teaching; Unterrichtstheorie; Entwicklungsprozess; Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung; Grundlagenplan; Konzept; Ätiologie
Abstract	This occasional paper presents Bank Street's approach as represented in a set of five interrelated principles. It begins by briefly describing the origins and rationale of teacher education at Bank Street. From this description are generated principles that emerge from Bank Street's history and practice, linking each principle to classroom images of teaching and learning. Enactment of these principles can and must vary in response to changing circumstances, needs, and mandates. This necessary variation highlights the guiding function of an explicit set of principles to govern and ensure the consonance, validity, and legitimacy of new practices. The five principles underlying the teaching of education are: (1) Education is a vehicle for creating and promoting social justice and encouraging participation in democratic processes; (2) The teacher has a deep knowledge of subject matter areas and is actively engaged in learning through formal study, direct observation, and participation; (3) Understanding children's learning and development in the context of family, community, and culture is needed for teaching; (4) The teacher continues to grow as a person and as a professional; and (5) Teaching requires a philosophy of education--a view of learning and the learner, knowledge and knowing--which informs all elements of teaching. These principles are interrelated and overlapping, each having equal power. This paper presents each principle, discusses its place in the education of teachers, and provides examples of how this vision of good teaching comes to life in schools and classrooms. Each example illustrates the saliency of one principle as well as its vital relationship to others. (ERIC).
Anmerkungen	Bank Street College of Education. 610 West 112th Street, New York, NY 10025. Tel: 212-961-3336; Tel: 212-875-4400; e-mail: collegepubs@bankstreet.edu; Web site: http://www.bankstreet.edu/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10