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ERIC Number: ED037421
Record Type: RIE
Publication Date: 1968-Feb
Pages: 12
Abstractor: N/A
Reference Count: 0
Training Teachers as a Research Tool.
McDonald, Frederick
Only as psychologists participate in all aspects of teacher-training programs can a laboratory be created to test how psychological ideas are translated into teaching actions. Psychologists have information, ways of thinking, and ways of attacking problems that will improve teaching, but that information has to be learned to be used by the teacher. Understanding how people learn to think psychologically is and should be one of the major tasks of a psychologist. This task assumes even greater importance when the people are teachers whose work has numerous and significant psychological components. Research on this problem has both great theoretical and practical value. Theoretical order must be brought to the field so that we can do the kinds of experiments that will enable us to describe teaching behavior and its effects more precisely. The complex problems include study of the verbal discourse of the teacher, the emotive characteristics of teacher-student interactions, how teachers choose their profession, how this choice and its consequences relate to their personal development, and how complex teaching strategies are conceived and carried out. A twofold sequence is required: (1) conceptualizing how a psychological principle might be applied in teaching behavior and (2) devising the training method by which the application will become part of the teacher's behavior. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.