ERIC Number: ED246050
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Considering the Curriculum during Student Teaching.
Salient questions on the curriculum for student teachers were developed and responses sought from student teachers, who provided critical discussions with reference to their subject specialty. Chapter 1 discusses the "hidden" curriculum in relation to its influence on the pursuit and aims of education. In chapter 2, ways in which teachers change curriculum content and their approach to it are discussed. The third chapter presents reflections on the influence of the British professions and society on educational structure and career choices. Chapter 4 deals with the development of language and communication skills and the way they influence the quality of teaching. Chapter 5 raises the question of the relationship between education and work and the adequacy of curriculum in preparing for life. Examinations and meritocracy and their impact on society and curriculum are discussed in chapter 6. A synthesis is offered in chapter 7 of opinions on the distinction between education in a subject and education through a subject. Evaluation and accountability are considered in chapter 8. The ninth chapter discusses the concept of educational connoisseurship, a base for education criticism, and the objectives approach in course design. The tenth chapter examines purposes, aims, and objectives in course planning and means of improving curriculum. A description of a student curriculum development project is appended. (JD)
Descriptors: Classroom Communication, Curriculum Development, Curriculum Evaluation, Education Work Relationship, Educational Objectives, Educational Planning, Educational Testing, Foreign Countries, Higher Education, Outcomes of Education, Preservice Teacher Education, Social Influences, Student Teaching, Teacher Education Curriculum, Teacher Education Programs
Nichols Publishing Co., 155 West 72nd Street, New York, NY 10023 ($17.50).
Publication Type: Opinion Papers; Books
Education Level: N/A
Audience: Teachers; Community; Policymakers; Practitioners
Authoring Institution: N/A
Identifiers: Great Britain