ERIC Number: ED223578
Record Type: RIE
Publication Date: 1982-Jan
Reference Count: 0
Alternate Perspectives for Program Development and Research in Teacher Education. R&D Report No. 9019.
Griffin, Gary, Ed.; Hukill, Hobart, Ed.
This document presents four symposium papers on the theme of what might happen in teacher education program research and development if educational psychology were replaced by other bodies of theory, proposition, and research findings. Maxine Green's views, presented in "What the Known Demands," center around the necessity of considering teaching as a personal and social phenomenon that is considerably more complex than as conceived by certain technologists of schooling. The paper suggests that teacher educators are too likely to solve difficulties by more and more precise application of technique rather than through individual values and philosophies. In "Educating for Teacher Growth: A Cognitive-Developmental Perspective," Norman Sprinthall and Lois Thies-Sprinthall review research literature and present a case for using a cognitive-developmental approach to teacher education research and practice. Louise L. Tyler reviews premises from education and psychoanalysis and proposes a program of didactic courses for preservice elementary school teachers in "Teacher Education: An Inner View." An outline of potential contributions of new research studies to teacher education is provided in Walter Doyle's paper, "Research on Classroom Contexts: Toward a Knowledge Base for Policy and Practice in Teacher Education." The basic argument is that classroom contexts pose tasks, which, in turn, shape information processing. (FG)
Descriptors: Classroom Research, Curriculum Development, Developmental Stages, Educational Innovation, Educational Psychology, Educational Research, Higher Education, Individual Needs, Preservice Teacher Education, Teacher Education Curriculum, Teacher Educators, Teacher Effectiveness, Teaching Methods, Teaching Skills
Publication Type: Collected Works - Proceedings; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: For individual papers, see SP 021 342-344. Summary of Proceedings of an Invited Symposium for the Annual Meeting of the American Educational Research Association (Los Angeles, CA, 1981).