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ERIC Number: ED024625
Record Type: RIE
Publication Date: 1965-Jun
Pages: 26
Abstractor: N/A
Reference Count: 0
The Persistent Life Situations Curriculum and the Transfer Process in Teacher Education.
Davis, Sydney C.
It is necessary to "cultivate problem-solving attitudes and skills as well as relevant direct learnings" in order to maximize transfer of learning. Therefore, the persistent life situations curriculum is best equipped to promote transfer of learning. This view suggests two major guidelines for teacher education programs: (1) Problem-solving effectiveness can be developed through good teaching in college classes and professional laboratory situations. (2) Transferable elements should be emphasized which would, in turn, require a curriculum design specially oriented to persistent life situations. Moreover, it is important to realize (1) that a cognitive-oriented approach to a philosophy of education is too restrictive, (2) that analysis of teaching techniques is too limited an approach to enable comprehensive assessment of the quality of instruction, and (3) that direct as well as indirect experiences should be provided in the teacher education curriculum. Nevertheless, despite its merits, the persistent life situations curriculum has not been widely adopted in either public or higher education. (Included are three pages of examples of student experiences that incorporate conditions favorable for transfer in preservice teacher education programs plus a 12-item bibliography.) (SG)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Presented at the conference honoring Florence B. Stratemeyer, French Lick, Indiana, June 10-12, 1965.