NotesFAQContact Us
Search Tips
ERIC Number: ED159159
Record Type: Non-Journal
Publication Date: 1978
Pages: 22
Abstractor: N/A
Reference Count: N/A
Invitations to What? Considerations for the Development of Teachers.
Novak, John M.
The process of invitational teaching involves the creation of an optimal situation where teachers with positive perceptions of students interact with students who feel good about themselves. The content of this invitational process is a type of self-belief extended from one person to the other, a belief that each individual has an unknown potential only partially actualized, and is ultimately an able, valuable, and responsible human being and can behave as such. The skillful invitational teacher, then, is someone who can develop a trusting relationship with students, is competent in assessing their personal self theories, and can communicate meaningful messages. A number of questions still need to be addressed by researchers, however, concerning the identification of invitational messages, proper developmental patterns, reasons for not extending invitations, ethical dimensions, reasons for rejection of invitations, and identification of disinvited students. Furthermore, the overall concept of invitational teaching is limited in its approach to content. To be effective, teachers must conjoin their invitational teaching skills with an understanding of the major concepts, methodologies, and organization of a particular field of knowledge. The invitational teacher must perceive not only the importance of knowing something, but of how one knows something, i.e., how we make sense of the world. The invitational teacher, then, is someone who perceives students as fellow human beings and knowledge as vital inquiry and is skillful in coordinating these relationships through behaviors so that students are invited to learn. (DS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A