Teaching as a Clinical Profession: Adapting the Medical Model

Autor/inn/en	Becher, Ayelet; Lefstein, Adam
Titel	Teaching as a Clinical Profession: Adapting the Medical Model
Quelle	In: Journal of Teacher Education, 72 (2021) 4, S.477-488 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becher, Ayelet) ORCID (Lefstein, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120972633
Schlagwörter	Pedagogical Content Knowledge; Teaching Methods; Educational Practices; Teacher Education; Teaching (Occupation); Role of Education; Educational Assessment; Instructional Design; Cooperative Learning; Individualized Instruction; Inferences; Observation + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrerausbildung; Lehrerbildung; Teaching; Lehrberuf; Bildungsauftrag; Education; assessment; Bewertungssystem; Lesson concept; Lessonplan; Unterrichtsentwurf; Kooperatives Lernen; Individualisierender Unterricht; Inference; Inferenz; Beobachtung
Abstract	One influential way of thinking about teaching is to conceive of it as a clinical profession, similar in important ways to medicine. However, fundamental differences between doctors' and teachers' practice limit the usefulness of the medical model. How can we adapt our understandings of clinical practice in light of the unique aspects of teaching and the context of teachers' work? In this article, we explore the requirements of the central clinical activities of diagnosis, treatment, and inference in teaching; how teachers tend to perform them; and how their performance is shaped by the context of teachers' work. We elaborate each clinical activity's characteristics and explore the unique features and limitations of teaching in relation to it. To account for teaching's unique qualities, we propose adapting the clinical acts of diagnosis, treatment, and inference to include, respectively, prioritization and noticing, disciplined improvisation, and room to maneuver. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01