Does Learning to Teach Ever End?

Autor/in	Cochran-Smith, Marilyn
Titel	Does Learning to Teach Ever End?
Quelle	In: Kappa Delta Pi Record, 48 (2011) 1, S.22-24 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-8958
Schlagwörter	Teaching Methods; Learning Processes; Professional Development; Educational Practices; Lifelong Learning; Teacher Improvement; Knowledge Base for Teaching; Inquiry; Teacher Education; Best Practices + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungspraxis; Life-long learning; Lebenslanges Lernen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung
Abstract	Learning to teach never ends. In fact, learning to teach is no longer thought of as a one-time process of "teacher training" where student teachers are equipped with theory and methods and then sent out to "practice" teaching. Likewise, continued education for experienced teaching is no longer thought of as a process of periodic "staff development" where teachers are congregated into auditoriums to receive the latest updates about teaching techniques. Instead one now knows that learning to teach takes place over time rather than at isolated moments in time. For many years, the author and her colleague Susan Lytle have been writing about teacher learning as taking an "inquiry stance" on teaching (Cochran-Smith and Lytle 1999; 2009). By "inquiry stance," they mean a world view and a critical habit of mind about teaching--a dynamic and fluid way of knowing and being in the world of educational practice that carries across educational settings and informs professional work at all levels. When teachers work from an inquiry stance, they engage every day in the life-long process of learning to teach. The examples provided in this article, which describe the work of three experienced teachers, highlight some of the most important reasons for taking an inquiry stance: enhanced teacher learning, improved student learning, and greater equity for all students. (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