The Work of Teaching and the Challenge for Teacher Education

Autor/inn/en	Ball, Deborah Loewenberg; Forzani, Francesca M.
Titel	The Work of Teaching and the Challenge for Teacher Education
Quelle	In: Journal of Teacher Education, 60 (2009) 5, S.497-511 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487109348479
Schlagwörter	Teacher Education Curriculum; Teacher Improvement; Professional Training; Teaching Methods; Educational Objectives; Curriculum Evaluation; Educational Practices; Educational Principles; Teaching Skills; Teacher Competencies; Pedagogical Content Knowledge; Performance Factors; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Berufliche Fachbildung; Berufliche Fortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Bildungspraxis; Bildungsprinzip; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Pädagogische Kompetenz; Leistungsindikator; Theorie-Praxis-Beziehung
Abstract	In this article, the authors argue for making practice the core of teachers' professional preparation. They set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors caution that the bias against detailed professional training that often pervades common views of teaching as idiosyncratic and independently creative impedes the improvement of teachers' preparation for the work of teaching. They offer examples of what might be involved in teaching practice and conclude with a discussion of challenges of and resources for the enterprise. (Contains 2 tables, 4 figures, and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10