Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

How we Think

Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed. (Note 1)

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Teacher Quality and Student Achievement: A Review of State Policy Evidence

This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

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From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

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There is growing interest in the problem of teacher induction and widespread support for the idea of assigning experienced teachers to work with beginning teachers. Still, we know relatively little...

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Helping Novices Learn to Teach: Lessons from an Exemplary Support Teacher

There is a common belief in the educative value of firsthand experience. We say things like “that was a real learning experience,” “practice makes perfect ,” “ experience is the best teacher,” and “let experience be your guide.” Common sense casts experience as both the means and content of important learnings. This implicit trust in firsthand experience is particularly evident in discussions about learning to teach. Teachers claim that most of what they know about teaching came from firsthand experience. In short, they learned to teach by teaching. When teachers look back on their formal preparation, they generally say that student teaching was the most valuable part. In deference to this belief, teacher preparation programs give more and more time to classroom experience, while in-service programs stress teachers’ sharing their experiences with one another. Increasingly, states are proposing alternative routes to teacher certification whereby college graduates can replace formal preparation with a yearlong internship. But is experience as good a teacher of teachers as most people are inclined to think? To answer this question, we must take into account commonly used informal strategies of inference and judgment, the immediate impact of personal memories and classroom realities, the instructional purposes of teacher educators, and the normative context of schools as institutions. This article focuses on the contribution of firsthand experience in the preservice phase of learning to teach. The discussion rests on a broad view of learning to teach as a process that begins before formal teacher preparation and continues afterward. Thus preservice field experiences are part of a continuum that includes powerful early experiences with parents and teachers as well as the learning that inevitably occurs on the job.

Pitfalls of Experience in Teacher Preparation.

These induction programs generally aim to increase retention by providing emotional support to new teachers. Although this goal is important, it stops short of realizing what powerful induction programs can accomplish. Keeping new teachers in teaching is not the same as helping them become good teachers. To accomplish the latter, we must treat the first years of teaching as a phase in learning to teach and surround new teachers with a professional culture that supports teacher learning.

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Sharon Feiman-Nemser

Papers

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

Helping Novices Learn to Teach: Lessons from an Exemplary Support Teacher

Pitfalls of Experience in Teacher Preparation.

What New Teachers Need to Learn