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This paper documents the journey of a researcher into the teacher effectiveness movement and efforts to find missing links to show the correlations between teacher behavior and student learning. The paper also considers how the forces within education tend to consume embryonic ideas in teacher education, rather than nurture them in an effort to protect ideological or disciplinary territory. A look at the teacher effectiveness movement and the fossil record of mid-century teacher effectiveness studies leads to some lessons for educators. Educators should: (1) be careful handling initial research findings; (2) recognize that research findings related to teacher effectiveness can be used for specialized teaching styles and to build a continuum of teaching styles for all disciplines; (3) understand that education programs already have in place the teachers and system to nurture and develop new ideas to prepare educators; and (4) prioritize the initial target of the new teacher to provide an anchor for beginning teachers. An attachment outlines stages of teacher development. (Contains 34 references.) (SLD)

Descriptors: Educational Change, Learning, Researchers, Teacher Effectiveness, Teaching Methods

Autor: Worfel, Paul

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5892&id=ED472162

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