NotesFAQContact Us
Search Tips
ERIC Number: ED056968
Record Type: RIE
Publication Date: 1970-Jun
Pages: 19
Abstractor: N/A
Reference Count: 0
From Learning a Theory to Theorizing About Learning.
Kleine, Paul F.
This paper discusses how the contributions of psychology may be fruitfully applied to the problem of teacher education and describes a curriculum offering designed and implemented to illustrate the author's conclusions regarding theory and practice. Conclusions from the discussion section are 1) teacher training problems can be seen as emerging from the realm of the practical rather than the theoretic; 2) the contribution of theory to problems in the practical realm needs to be understood in terms of both its constructive and vitiating elements; 3) eclectic operations are required in dealing with problems emerging from the practical realm. Goals set up for the teacher education experience are to provide school-based illustrations of the learning process, to help teacher trainees make explicit their own assumptions about the learning process, and to aid teacher trainees in an understanding of the role of theory and practice in teaching. The second half of the paper describes a curriculum designed to achieve the foregoing goals--a 3-week unit inserted into graduate methods seminars in each of six subject matter areas, the unit focusing on the process of learning the particular discipline. The unit for the foreign language group is outlined in detail including a list of readings and description of discussions and video tape recordings. The seminar unit is then evaluated in terms of broader implications for teacher education. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Chicago Univ., IL. Graduate School of Education.