Educating the New Educator: Teacher Education and the Future of Democracy

Autor/in	Darling-Hammond, Linda
Titel	Educating the New Educator: Teacher Education and the Future of Democracy
Quelle	In: New Educator, 1 (2005) 1, S.1-18 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
Schlagwörter	Democracy; Teaching Methods; Teacher Education; Dropouts; Teacher Education Programs; Professional Development; Academic Achievement; Teacher Qualifications; Educational Change; Educational Experience; Alabama; California; North Carolina; Texas + Suchen Sie Ihr Suchwort? Demokratie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; Lehrqualifikation; Bildungsreform; Bildungserfahrung; Kalifornien
Abstract	Today, in the United States of America, preparing accomplished teachers who are committed to equity may be among the most important keys to the survival of their democratic way of life. In a society in which the ability to learn is increasingly essential to individual and societal success, the ability to teach powerfully--that is, to teach in ways that "all" children can learn--is what will determine whether students from every community will have a genuine right to learn that enables them to participate in a knowledge-based society. This author believes that the problem of the next century will be "the advancement of teaching," and its resolution will depend on the ability to develop knowledge for a very different kind of teaching than what has been the norm for most of this century. She contends that if all students are to actually learn in the way that new standards suggest and today's complex society demands, then there is a need to develop teaching that goes far beyond dispensing information, giving a test, and giving a grade. Understanding how to teach in ways that respond to students' diverse approaches to learning, that take advantage of students' unique starting points, and that carefully scaffold work aimed at more proficient performances is needed. Understanding what schools must do to organize themselves to support such teaching and learning is also needed. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10