Prospective Teachers Beliefs and Teacher Education Pedagogy: Research Based on a Teacher Educators Practical Theory.Report as inadecuate




Prospective Teachers Beliefs and Teacher Education Pedagogy: Research Based on a Teacher Educators Practical Theory. - Download this document for free, or read online. Document in PDF available to download.





A content area literacy course is examined to assess how teacher educators might respond to prospective teachers' beliefs in light of the particular goals of a particular course or teacher education experience. Content Area Literacy is a methods course that emphasizes teaching strategies and the rationales underlying them. It is examined to reveal how to teach content to prospective teachers in light of their entering beliefs about learning and teaching that could affect their learning from the course. Analysis of three actual student cases in such a course lends support to the practical theory that students, for whom the teacher's assumptions were accurate, did learn from the course in the ways that the theory predicted. In general, findings suggest the need for and the benefits that would come from the integration of teaching and research. (Contains 14 references.) (NAV)

Descriptors: Attitude Change, Beliefs, Case Studies, Higher Education, Learning Processes, Methods Courses, Outcomes of Education, Preservice Teacher Education, Prior Learning, Reflective Teaching, Research Needs, Secondary Education, Student Educational Objectives, Student Experience, Student Teacher Attitudes, Student Teachers, Teacher Attitudes, Teacher Background, Teacher Educators, Teaching Methods, Theory Practice Relationship

National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($9.61).









Author: Anderson, Linda M.; Holt-Reynolds, Diane

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8302&id=ED392792



DOWNLOAD PDF




Related documents