Showing papers on "Teacher education published in 1989"
TL;DR: The authors investigated teachers' use of knowledge from research on children's mathematical thinking and how their students' achievement is influenced as a result, and found that experimental teachers encouraged students to use a variety of problem-solving strategies, and they listened to processes their students used significantly more than did control teachers.
Abstract: This study investigated teachers’ use of knowledge from research on children’s mathematical thinking and how their students’ achievement is influenced as a result. Twenty first grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in which they studied a research-based analysis of children’s development of problem-solving skills in addition and subtraction. Other first grade teachers (n = 20) were assigned randomly to a control group. Although instructional practices were not prescribed, experimental teachers taught problem solving significantly more and number facts significantly less than did control teachers. Experimental teachers encouraged students to use a variety of problem-solving strategies, and they listened to processes their students used significantly more than did control teachers. Experimental teachers knew more about individual students’ problem-solving processes, and they believed that instruction should build on students’ existing knowledge...
1,050 citations
TL;DR: This paper investigated changes in preservice teachers' knowledge and beliefs about reading instruction before, during, and after a fifth-year teacher education program, and found that the change in global preprogram beliefs about education, teaching, and learning were traced as preservices acquired specific knowledge of how to manage, assess, and instructionally facilitate students' learning through text.
Abstract: This is a report of the first year of a longitudinal study to investigate changes in preservice teachers’ knowledge and beliefs about reading instruction before, during, and after a fifth-year teacher education program. In particular, changes in global preprogram beliefs about education, teaching, and learning were traced as preservice teachers acquired specific knowledge of how to manage, assess, and instructionally facilitate students’ learning through text. Researchers interviewed and observed 14 elementary and secondary preservice teachers as they entered the teacher education program, attended reading classes at the university, then taught reading in school classrooms. These qualitative data were analyzed to determine (a) the patterns of intellectual change from novice preservice teacher to beginning classroom teacher; (b) the personal, program, and contextual influences or constraints on that change; (c) the role of the cooperating teacher and university supervisor in supporting intellectual change;...
860 citations
TL;DR: The authors investigated the nature of pedagogical expertise by comparing the planning, teaching, and postlesson reflections of three student teachers (two secondary and one elementary) with those of the cooperating teachers with whom they were placed.
Abstract: This study investigates the nature of pedagogical expertise by comparing the planning, teaching, and postlesson reflections of three student teachers (two secondary and one elementary) with those of the cooperating teachers with whom they were placed. Participants were observed teaching mathematics for 1 week of instruction and were interviewed prior to and following each lesson. Differences in the thinking and actions of these experts and novices were analyzed by perceiving teaching both as a complex cognitive skill and as improvisational performance Novices showed more time-consuming, less efficient planning, encountered problems when attempts to be responsive to students led them away from scripted lesson plans, and reported more varied, less selective postlesson reflections than experts. These differences were accounted for by the assumptions that novices’ cognitive schemata are less elaborate, interconnected, and accessible than experts’ and that their pedagogical reasoning skills are less well devel...
758 citations
TL;DR: The authors proposed an analytic model of the different types of knowledge, beliefs and attitudes of a mathematics teacher, and their relationship with practice, which has implications for teacher education and has been shown to have significant impact on teacher education.
Abstract: Official pressure for reforms in the teaching of mathematics overlooks a key factor: the psychological foundations of the practice of teaching mathematics, including the teacher's knowledge, beliefs and attitudes. Research on teaching and teacher education also under‐emphasises this area, which Shulman terms the ‘missing program’ in research on teacher cognitions. The present paper addresses this lack by proposing an analytic model of the different types of knowledge, beliefs and attitudes of the mathematics teacher, and their relationship with practice. Of particular note is the importance accorded to the teacher's practical knowledge of the teaching of mathematics (both pedagogical and curricular knowledge), knowledge of classroom organisation, and knowledge of the school context. Also notable is the importance ascribed to the teacher's beliefs concerning the nature of mathematics, and concerning the processes of teaching and learning mathematics. The model has implications for teacher educatio...
740 citations
TL;DR: The authors explored the origins of the "reflective teaching" concept and argued that the concept requires further examination in the light of empirical research on teaching and how teachers learn to teach, and that existing research on teacher cognitions, teachers' knowledge, and the context of teachers' learning has potential to extend our understanding of the role of reflection in teacher education.
653 citations
508 citations
Journal Article•
TL;DR: Smyth provides background informa tion on the emergence of reflectivity as a conceptual thrust in teacher education and discusses some of the impedi ments to empowerment that teachers and teacher educators confront as they attempt to implement critical reflection in their curricula as discussed by the authors.
Abstract: Smyth provides background informa tion on the emergence of reflectivity as a conceptual thrust in teacher education. He also discusses some of the impedi ments to empowerment that teachers and teacher educators confront as they attempt to implement critical reflection in their curricula. Smyth concludes that if teachers (and teacher educators) are going to uncover the forces that inhibit and constrain them, they need to en gage in four forms of action with respect to teaching. These "forms" are charac terized by four sequential stages and are linked to a series of questions: (a) de scribing (What do I do?), (b) informing (What does this mean?), (c) confronting (How did I come to be like this?), and (d) reconstructing (How might I do things differently?).
453 citations
Book•
01 Feb 1989
TL;DR: In this paper, the authors present an analysis of research, theory, and practice in various domains of teaching and specifically cover generic knowledge, that is, knowledge considered by the profession as credible and generally applicable in most content areas and throughout elementary and secondary levels of teaching.
Abstract: Offers the analyses of research, theory, and practice in the various domains of teaching This volume specifically covers generic knowledge, that is, knowledge considered by the profession as credible and generally applicable in most content areas and throughout elementary and secondary levels of teaching
417 citations
TL;DR: The authors refocuses language teacher education on teaching itself by proposing two schemata: (a) a descriptive model that defines teaching as a decision-making process based on the categories of know-ledge, skills, attitude, and awareness and (b) a related framework of two educating strategies to teach teaching.
Abstract: Language teacher education has become fragmented; too often, its efforts focus on ancillary areas such as applied linguistics, methodology, or language acquisition while overlooking the core—teaching itself. Emphasis on these areas, although it may create a pedagogical foundation for the teacher-in-preparation, skirts the central issue of learning to teach. This article refocuses language teacher education on teaching itself by proposing two schemata: (a) a descriptive model that defines teaching as a decision-making process based on the categories of know-ledge, skills, attitude, and awareness and (b) a related framework of two educating strategies—training and development—to teach teaching.
412 citations
TL;DR: Smyth provides background informa tion on the emergence of reflectivity as a conceptual thrust in teacher education and discusses some of the impedi ments to empowerment that teachers and teacher educators confront as they attempt to implement critical reflection in their curricula.
Abstract: Smyth provides background informa tion on the emergence of reflectivity as a conceptual thrust in teacher education. He also discusses some of the impedi ments to empowerment that teachers and teacher educators confront as they attempt to implement critical reflection in their curricula. Smyth concludes that if teachers (and teacher educators) are going to uncover the forces that inhibit and constrain them, they need to en gage in four forms of action with respect to teaching. These "forms" are charac terized by four sequential stages and are linked to a series of questions: (a) de scribing (What do I do?), (b) informing (What does this mean?), (c) confronting (How did I come to be like this?), and (d) reconstructing (How might I do things differently?).
400 citations
TL;DR: This paper examined teacher education students' expectations about future teaching performance, their explanations for their predictions, and their descriptions of good teaching and found that students tend to engage in "unrealistic optimism" and to demonstrate self-serving biases, perceiving as important for teaching those attributes that they themselves possess.
Abstract: Weinstein examines teacher education students' expectations about future teaching performance, their explanations for their predictions, and their descriptions of good teaching. Students tend to engage in "unrealistic optimism" and to demonstrate self-serving biases, perceiving as important for teaching those attributes that they themselves possess. When describing "a really good teacher," students emphasize interpersonal/affec tive variables and downplay academic dimensions ofteaching. These descriptions are compared with those of inservice teach ers. Results indicate that inservice teachers also tend to em phasize interpersonal/affective variables.
01 Jan 1989
TL;DR: McDiarmid and Anderson as discussed by the authors pointed out that prospective teachers tend to assume that learning means accruing information and that the teacher's main task is to "motivate" pupils and to get them to pay attention.
Abstract: SUBJECT-SPECIFIC PEDAGOGY G. Williamson McDiarmid, Deborah Loewenberg Ball, and Charles W. Anderson When most prospective teachers enter formal teacher education, they view the teacher's role as telling pupils what they need to know and giving them practice in it. They tend to assume that learning means accruing information and that the teacher's main task is to "motivate" pupils and to get them to pay attention. Toward that end, prospective teachers tend to focus on making learning fun (Ball, 1988a). Prospective teachers also tend to assume that, to find out if pupils have learned, teachers need only ask them to restate or perform what they have been taught (Feiman-Nemser, McDiarmid, Melnick, and Parker, 1987). That prospective teachers hold these images of teaching, learning, and the teacher's role is not surprising. While other views have been around for some time and while a few teachers have held and acted on these alternative views, telling and accruing information have dominated U.S. classrooms from the inception of the common school (Cohen, in press; Cuban,
TL;DR: Livingston and Borko as discussed by the authors examined the implications of theory and research on pedagogical expertise for teacher education, and proposed recommendations for teacher educa tion practice based on their investigation of the thoughts and actions of a small number of expert and novice teachers.
Abstract: Livingston and Borko examine the implications of theory and research on pedagogical expertise for teacher education. They describe an investigation of the thoughts and actions of a small number of expert and novice teachers. Differences among the teachers are analyzed from two perspectives: teach ing as a complex cognitive skill and improvisational perfor mance. They then offer recommendations for teacher educa tion practice.
Book•
01 Jan 1989
TL;DR: In this article, the authors discuss the politics of anti-Utopianism in education and the importance of critical pedagogy and student voice in teacher education and Democratic schooling.
Abstract: 1. Introduction: Schooling, Citizenship, and the Struggle for Democracy 2. Schooling and the Politics of Ethics: Beyond Conservative and Liberal Discourses 3. Authority, Ethics, and the Politics of Schooling 4. Schooling and the Politics of Student Voice 5. Literacy, Critical Pedagogy, and Empowerment 6. Teacher Education and Democratic Schooling 7. Conclusion: Beyond the Politics of Anti-Utopianism in Education.
TL;DR: In this paper, the authors examine extant research in effective teaching and determine the extent to which results were being applied in music teaching and find that the majority of the results were not being applied to music teaching.
Abstract: The purpose of this study was to examine extant research in effective teaching and to determine the extent to which results were being applied in music teaching. Rehearsals (N = 79) were analyzed t...
TL;DR: In this article, the authors argue that classroom lessons need to be understood as procedural display, i.e., display by teacher and students to each other of a set of interactional procedures which themselves count as doing a lesson.
Abstract: Based on the microethnographic analysis of classroom lessons and on the application of cultural anthropology theory to classroom education, we argue that classroom lessons need to be understood as procedural display. Procedural display is display by teacher and students to each other of a set of interactional procedures which themselves count as doing a lesson. We argue that procedural display is not the same as nor necessarily related to the acquisition of intended academic or nonacademic content or skills. We further argue that acknowledgment of procedural display calls into question recent process-product research and effectiveness studies, among others. We argue that theoretical models of how classrooms work need to accommodate classroom lessons as procedural display.
Journal Article•
Journal Article•
TL;DR: In an address to the Southern Legislative Conference in 1986, former Secretary of Education William Bennett asked legislators to consider dropping requirements that teachers complete professional programs to earn teaching credentials, arguing, ‘We need to attract the best people to teaching, whether they are professional educators or not. Get rid of the mindless paper credentials.
Abstract: In an address to the Southern Legislative Conference in 1986, former Secretary of Education William Bennett asked legislators to consider dropping requirements that teachers complete professional programs to earn teaching credentials, arguing, ‘We need to attract the. best people to teaching, whether they are professional educators or not. Get rid of the mindless paper credentials.“’ Bennett went on to suggest that teachers should need to demonstrate evidence only of their subject matter knowledge, their good character, and their ability to communicate with youngsters in order to qualify for teaching. The former secretary’s remarks reflect a more general perception that teacher education offers little of value to prospective teachers, its completion resulting only in a meaningless credential rather than in the mastery of a professional body of knowledge and skills necessary for teaching. Although the majority of teachers in this country enter teaching only after completion of a formal program of teacher preparation, many teachers in independent and parochial schools begin to teach with no formal professional preparation. As states such as California and New Jersey are beginning to experiment with waivers of traditional university-based teacher education for new teachers entering public school teaching, researchers need to examine more closely the implicit assumptions underlying both these initiatives and Bennett’s remarks-that teacher education has little to offer prospective teachers who are well prepared in their subject matter and inclined to teach. This article explores the pedagogical content knowledge-knowledge of how to teach a particular subject-of three beginning secondary-school English teachers, all of whom entered teaching with strong backgrounds in
TL;DR: In this paper, the authors discuss university physics students' conceptualizations of sound and discuss their implications for teacher education, using clinical interviews that consisted of a variety of demonstrations and experiments based upon situations representing both everyday and school-related examples of sound phenomena.
Abstract: This report discusses university physics students’ conceptualizations of sound. The data for this study comes from ten Canadian physics graduates enrolled in a teacher education programme. They participated in clinical interviews that consisted of a variety of demonstrations and experiments based upon situations representing both ‘everyday’ as well as ‘school‐related’ examples of sound phenomena. The data analysis was framed in a phenomenographic tradition and the conceptualizations are illustrated with dialogue excerpts taken from the student interviews. Implications for teacher education are discussed.
TL;DR: The results showed general disagreement with the statements, suggesting that the respondents do not share similar concerns or beliefs regarding the current delivery of special education services.
Abstract: The Regular Education Initiative (REI) has been gaining momentum. However, the movement has not escaped criticism. One of the criticisms is that regular classroom teachers' views regarding many of the beliefs or assumptions of the REI are unknown. The present study was undertaken to provide this type of data. Ninety-four regular classroom teachers in northwest Iowa were asked to agree or disagree with a series of statements on the REI position. The results showed general disagreement with the statements, suggesting that the respondents do not share similar concerns or beliefs regarding the current delivery of special education services. Implications of the results with respect to implementation of the REI are discussed.
TL;DR: In this paper, the development of one novice teacher's personal practical knowledge during his first year of teaching is explored, and the author makes recommendations for programs of teacher education that allow for the reflective reconstruction of novices' narratives of experience.
Abstract: This article explores the development of one novice teacher's personal practical knowledge during his first year of teaching. The work offers an account of personal practical knowledge, particularly of image, as nonpropositional in character; as having experiential origins and as having emotional and moral dimensions. The article analyzes the dilemmas that were created when one of the novice teacher's images, in its practical expressions, conflicted with the cyclic ordering of school time. Through the analysis we see a reconstruction of the novice's experience in a process of growth and change in his rhythmic knowledge of teaching. The article makes recommendations for programs of teacher education that allow for the reflective reconstruction of novices' narratives of experience.
TL;DR: Schon as discussed by the authors reviewed two books by Donald Schon: Educating the reflective teacher and Educating a reflective teacher, and concluded that Schon's book was more informative than the other.
Abstract: (1989). Educating the reflective teacher: an essay review of two books by Donald Schon. Journal of Curriculum Studies: Vol. 21, No. 1, pp. 71-80.
TL;DR: This paper examined teachers' philosophies of science and described how these philosophies influence their classroom instruction and found that teachers' philosophy of science can influence laboratory instruction, the manner in which demonstrations were used, the teaching of evolution, science technology society instruction, word usage, and instructional goals.
Abstract: This study examines teachers’ philosophies of science and describes how these philosophies influence their classroom instruction. Three science teachers with very diverse views of science were interviewed and observed in their classrooms for several months. These teachers’ philosophies were found to influence laboratory instruction, the manner in which demonstrations were used, the teaching of evolution, science‐technology‐society (STS) instruction, word usage, and instructional goals. The findings are relevant to issues in teacher education as well as the institutional environment of teaching.
TL;DR: The use of audio and video technology in distance education, continuing education, and teacher training has been advocated since the late 1960s (Fraser 1985), but administrators have been reluctant to use technology in delivering what has traditionally been classroom-based instruction as discussed by the authors.
Abstract: Providing higher education for nontraditional students has become a point of interest for many colleges and universities (McMeen 1984). In urban areas it may be accomplished in a traditional manner through regularly scheduled afternoon, evening, or weekend courses. In rural areas the only choice available may be a specialized program or curriculum at a distant institution. Yet, evening or weekend courses may be impractical because of the travel time involved. Shortages in certain licensure fields, new certification requirements, and salary incentives have all contributed to a growing need for alternative methods of continuing teacher education. The use of audio and video technology in distance education, continuing education, and teacher training has been advocated since the late 1960s (Fraser 1985), but administrators have been reluctant to use technology in delivering what has traditionally been classroom-based instruction. This reluctance has been based on concerns over expense, as well as a lack of knowledge concerning the efficacy of such programs (Chang 1983). Thorman and Amb (1974) demonstrated equal learning by teacher education students receiving audiotape instruction versus live instruction. DeMuth (1979) reported that 94 percent of offcampus students felt audiotape instruction was a valuable experience. Ainsworth (1986) discussed the advantages of videotape instruction in higher education but did not present data to support its efficacy. Whittington (1987) conducted a review of literature concerning the instructional use of television, and concluded that it may be an effective medium, despite a lack of controlled research concerning its efficacy.
TL;DR: With the increasing population of cultur ally diverse students, particularly in urban areas, and given ourfailure to pro vide successful school experiences for those students, there is a critical need for a critical ne...
Abstract: With the increasing population of cultur ally diverse students, particularly in urban areas, and given ourfailureto pro vide successful school experiences for those students, there is a critical ne...
TL;DR: The authors examined the effect of the language teachers use to communicate science content and found that teachers' ordinary language in the presentation of subject matter had significant impact on students' conceptions of the nature of science.
Abstract: Conveying an adequate conception of the nature of science to students is implicit in the border context of what has come to be known as scientific literacy. However, it has previously been demonstrated that possession of valid conceptions of the nature of science does not necessarily result in the performance of those teaching behaviors that are related to improved student conceptions. The present study examines the possibility that the language teachers use to communicate science content may provide the context (Realist or Instrumentalist orientations) in which students come to formulate a world view of science. Eighteen high school biology teachers and one randomly selected class from each of their sections (n = 409 students) were administered pre- and posttests at the beginning and end of the fall term using the Nature of Scientific Knowledge Scale (NSKS). Composite scores of the student changes on the Testable, Developmental, and Creative subscales were used to compare those six classes that exhibited the greatest change with those six classes that had the least change on the NSKS. Intensive qualitative observations of each teacher were also conducted over the fall semester, resulting in complete transcripts of teacher-student interactions. Qualitative comparisons of classes with respect to six variables related to Realist and Instrumentalist conceptions of the nature of science were conducted. TEACHERS' ordinary language in the presentation of subject matter was found to have significant impact on students' conceptions of the nature of science. These variables represented different contexts (Realist-Instrumental) teachers used to express themselves, scientific information, and concepts. Determining the extent to which TEACHERS' language has an impact on changes in students' conception of the nature of science has direct bearing on all preservice and inservice science teacher education programs.
TL;DR: In this article, the reflective practitioner is defined con ceptually and operationally and Implica tions for structuring teacher preparation programs that enable reflectivity are discussed, and the idea of reflective practitioner emerging as a viable possibility in teacher education.
Abstract: The idea of reflective practitioner is emerging as a viable possibility in teacher education. In this article, the re flective practitioner is first defined con ceptually and operationally. Implica tions for structuring teacher preparation programs that enable reflectivity are then discussed.