ERIC Number: ED204337
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
The Relationship of Adult Developmental Theories to Teacher Education.
Floden, Robert E.; Feiman, Sharon
This paper summarizes an examination and critique of literature related to the application of developmental theories to teacher education. Analysis of selected readings revealed a weak bond between the theoretical framework of developmentalists and concrete practices. It was concluded that, though much may be gained from a developmental theory of teacher change, a formal theory does not exist. Existing attempts either stop short of linking developmental theory to teacher change or describe teacher change without providing an encompassing theory. A bibliographic essay, based on research on the writings of prominent developmentalists, is presented. Appended are forty-three reference citations. (JD)
Descriptors: Behavior Change, Cognitive Development, Developmental Stages, Educational Objectives, Educational Research, Higher Education, Individual Development, Learning Theories, Research Utilization, Teacher Education
Institute for Research on Teaching, Michigan State University, East Lansing, MI 48824.
Publication Type: Information Analyses; Reference Materials - Bibliographies
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: For related document, see SP 018 675.