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ERIC Number: ED223579
Record Type: RIE
Publication Date: 1981
Pages: 41
Abstractor: N/A
Reference Count: N/A
Educating for Teacher Growth: A Cognitive-Developmental Perspective.
Sprinthall, Norman; Thies-Sprinthall, Lois
It is time for the teacher education profession to take more systematic steps for the advancement of theory, research, and practice in the teacher education field. A cognitive-developmental perspective on teacher education curriculum avoids the choice between cognitive and affective goals by providing a dual focus on highly specific behavioral teaching skills as well as on general human development. Studies on cognitive development at the high school and college levels have supported the idea that different learning environments may have different psychological impacts on the characteristics of developmental stages. By considering the stage itself as a dependent rather than as an independednt variable, programs can be created to affect and modify a current developmental stage. Studies investigating match and mismatch between curriculum objectives and teaching strategies and between dyads of students of differing abilities also suggest the importance of developmental stages in learning and behavior. These studies imply that consideration of developmental stages can be a more precise means of assessing psychological maturity in a teacher education student. Such evaluation can benefit both the teacher and the learner by identifying prospective educators in the higher stages of psychological development, who, research has shown, are among the most effective teachers. (FG)
Not available separately; see SP 021 340.
Publication Type: Opinion Papers; Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: In: Griffin, Gary A., Ed. and Hukill, Hobart, Ed. Alternate Perspectives for Program Development and Research in Teacher Education. Summary of Proceedings of an Invited Symposium for the Annual Meeting of the Americian Educational Research Assocation (Los Angeles, CA, 1981), p17-58.