Literaturnachweis - Detailanzeige
| Autor/in | Crow, Linda |
|---|---|
| Titel | Facilitator versus Teacher |
| Quelle | In: Journal of College Science Teaching, 34 (2004) 3, S.66-67 (2 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Stellungnahme; Teacher Effectiveness; Teaching Methods; Teacher Attitudes; Higher Education; Teaching (Occupation); College Faculty; College Instruction |
| Abstract | One educational fad in higher education is the movement toward "facilitation." College teachers are asked to identify themselves as either a facilitator or teacher. With the introduction of facilitation, the assumption was made that current teaching practices were lacking. Traditional teaching practices are described as strictly transmission accompanied by a somewhat a sarcastic attitude toward students. In this article, the author points out that effective teachers at the college level are "caring" teachers--interested in the subject that they are teaching, concerned about the learning process, and interested in individual students--not merely facilitators. Most of those who have chosen teaching as a career want to be involved in the process. Student-centered approaches do not have to exclude the teacher. In fact, the best ones involve the teacher in both the planning and execution of the process. When asked to make a decision between teacher and facilitator, the author chooses the title of teacher every time. (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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