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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ514187
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0161-956X
The Psychologizing of Teacher Education: Formalist Thinking and Preservice Teachers' Beliefs.
Pajares, Frank; Bengston, John K.
Peabody Journal of Education, v70 n3 p83-98 Spr 1995
Study evaluates the assumption that when preservice teachers' subject matter knowledge is enhanced by formal psychological understanding of learners, superior instruction results. Analyzing preservice language arts teachers' responses to a student's request for feedback about his poem found that formalist thinking predominated over instructional feedback intended to increase literary skills. (SM)
Descriptors: Higher Education, Intermediate Grades, Junior High School Students, Junior High Schools, Knowledge Level, Language Arts, Literacy Education, Poetry, Preservice Teacher Education, Psychological Characteristics, Student Teacher Attitudes, Teacher Student Relationship
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Formalism; Psychological Influences; Subject Content Knowledge; Teacher Knowledge