Understanding Scholarship in Teaching and Teacher Education

Autor/in	Loughran, John
Titel	Understanding Scholarship in Teaching and Teacher Education
Quelle	In: Teacher Education and Practice, 24 (2011) 4, S.431-433 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Stellungnahme; Teacher Education; Constructivism (Learning); Articulation (Education); Teaching Methods; Scholarship; Educational Quality; Educational Practices; Knowledge Base for Teaching; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Teaching method; Lehrmethode; Unterrichtsmethode; Scholarships; Stipendium; Quality of education; Bildungsqualität; Bildungspraxis; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz
Abstract	In this article the author states from the outset that he considers scholarship to be pivotal in enhancing the quality of teaching and learning. However, what scholarship is could well be contested, so he offers his understanding of scholarship, how it might be developed, and why he thinks it is so crucial to quality practice. In so doing, he hopes that his view about the place of scholarship in teaching and learning (particularly, in teacher education) is then self evident. For him, scholarship in teaching-teacher education is about making the tacit knowledge of practice (which is so heavily embedded in the relationships of teaching and learning and students and teachers) explicit for oneself and for others. The approaches to articulation and explication he has suggested in this brief article, he hopes, offers ways of understanding why professional knowledge of practice needs to be public and available for critical review. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10