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ERIC Number: ED106225
Record Type: RIE
Publication Date: 1974-Apr-1
Pages: 23
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Professional Scholar as Teacher: A Conception.
Lindsey, Margaret
This account of professional concerns and arguments dating from the time when normal schools were first established and nurtured makes the following points: (a) conditions in which schools operated and teaching took place were then comparatively simple; (b) given these simplistic conditions and the extremely limited knowledge available both about teaching and in the school subjects themselves, it was possible for people to apply their minds to the total range of questions and problems in relation to schooling and the preparation of teachers; (c) educators dealt with the same basic questions and problems we are confronted with today and perceived clearly the need for more knowledge in a range of disciplines; and (d) many of their early principles and ideas have been confirmed through recent research. Conditions surrounding education and schooling have, in the past century, become much more complex. What teacher education needs now, as it once had, is an integrating force which will serve to make possible the meaningful systematization of knowledge about the teaching process. The most useful integrating force is professional scholarship, which is distinguished from academic scholarship by its focus on study of practice. The total institutional environment is responsible for generating the conditions that bring about disposition toward scholarship. The unique function of the college of education is inquiry into professional practice, and such inquiry must be what integrates and gives meaning to the collegiate preparation of professional scholars who will teach. (PB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper delivered as a Centennial Lecture at Eastern Kentucky University (Richmond, Kentucky, April 1, 1974)