ERIC Number: ED199245
Record Type: RIE
Publication Date: 1981-Feb
Reference Count: 0
Implications of Research on the Psychology of Learning for Education Field Experiences.
Judging by negative feedback regularly received from preservice program graduates, teacher educators have ignored their own experiences and the literature on learning. Some educational and general theory courses are not as effective as experientially-oriented classes, yet teacher educators still depend to a disproportionate degree on a lecture oriented mode of instruction. An investigation of the literature on developmental, cognitive, applied social psychology, and brain research provide valuable empirical and theoretical support for the significance of personal experience in conceptual learning. Contextual experience, as a process including discussion, application, feedback, and modification, is important for the individual development of teachers. The major goal of teacher educators should be that preservice teachers develop a personally meaningful concept of teaching through the provision of early and frequent referent experiences. (FG)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (Dallas, TX, February 14-18, 1981).