Book ChapterDOI
Teacher Candidates as Researchers
Shawn Michael Bullock
- pp 379-403
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The authors argue that one powerful way to encourage teacher candidates to develop authority over their own experiences (and hence a personal, practical, professional knowledge) is to engage them in one or more forms of teacher inquiry, including but not limited to action research and self-studies of their own experience during practicum placements and during their teacher education programs.Abstract:
Most teacher education programs are at least tacitly built on what Schon (1983) called technical rationalism. This perspective is based on an epistemology of professional knowledge that assumes new practitioners are recipients of knowledge generated by others rather than active contributors to the development of their own knowledge about practice. In this chapter I explore the possibilities associated with framing students of teaching as researchers: professionals who need to be provided with experiences to name, interpret, and analyze the development of knowledge gained through pedagogical experiences. I argue that one powerful way to encourage teacher candidates to develop authority over their own experiences (and hence a personal, practical, professional knowledge) is to engage them in one or more forms of teacher inquiry, including but not limited to action research and self-studies of their own experiences during practicum placements and during their teacher education programs.read more
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经验与教育 = Experience and education
John Dewey,玉珏 王,春来 朱 +2 more
Abstract: 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.
Journal ArticleDOI
Making transparent the challenges of developing a practice-based pedagogy of teacher education
TL;DR: The authors examined the first author's experiences of using core practices as a guiding framework with novice teachers of English language learners and illuminated a developmental journey that many teacher educators will experience as they undertake this work to make conceptual and practical shifts in their pedagogy of teacher education.
Journal ArticleDOI
Connecting research and professionalism in teacher education
Ian Menter,Maria Assunção Flores +1 more
TL;DR: The three main themes of this Special Issue of European Journal of Teacher Education are brought together and considered in the light of what has been said in the articles included as discussed by the authors, and they are considered in this special issue.
Journal ArticleDOI
Action research as a methodology for professional development in leading an educational process
TL;DR: In this article, the authors describe a reflective perspective process that focuses on actions, events, thoughts, dilemmas and feelings of the participants that emerged from the researcher's reflective journal, which helped monitor the complex process of the partnership that bridges the gap between the academic and field cultures.
References
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Journal ArticleDOI
The Reflective Practitioner: How Professionals Think in Action
Barry Checkoway,Donald A. Schön +1 more
Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
Book
The Tacit Dimension
TL;DR: The Tacit Dimension, originally published in 1967, argues that such tacit knowledge - tradition, inherited practices, implied values, and prejudgments - is a crucial part of scientific knowledge.
CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
Journal ArticleDOI
Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...