Validating the Content of Teacher Education.

Autor/in	Openshaw, M. Karl
Titel	Validating the Content of Teacher Education.
Quelle	(1965), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavioral Objectives; Curriculum Development; Educational Objectives; Educational Research; Educational Sociology; Program Content; Research Needs; Teacher Behavior; Teacher Education Curriculum; Teacher Effectiveness; Teaching Skills + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Bildungssoziologie; Erziehungssoziologie; Programmgestaltung; Forschungsbedarf; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	It is not only possible but immediately imperative that the substance and experiences pertinent to the education of teachers be identified, defined, and organized--with teaching behavior and teaching performance skills used as the focal point--so that teacher education can contribute maximally to teacher effectiveness. Educators must immediately concern themselves with reconstituting the substance of teacher education through empirically validated knowledge. Studies concerning teaching methodology, the systematic observation of classroom behavior, instruments and media of instruction, the open and closed mind, concept development, paradigms for research on teaching, and the dynamics of group interaction should be at the heart of the reconstruction process. Although teaching behavior is being studied and research is beginning to have an impact on some programs, much remains to be done. Research is needed on education as a social institution and on the school as a social system so that educational objectives can be set for schools in the setting in which the schools function. The impact of sociological factors on the role of the teacher needs study, and recent trends and developments such as team teaching and programed learning need further analysis and evaluation. (Twenty-four references are cited.) (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01