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ERIC Number: ED251424
Record Type: RIE
Publication Date: 1984-Jun
Pages: 21
Abstractor: N/A
Reference Count: 0
Research on Teaching and the Content of Teacher Education Programs: An Optimistic View. Occasional Paper No. 75.
Clark, Christopher M.
This paper presents a proposal for improving the relationship between the communities of research on teaching and teacher education. An examination is made on ways existing research on teaching might be used in curriculum planning for teacher education. Three changes are called for: (1) that researchers and teacher educators understand each other's work more profoundly; (2) that the curriculum planning process in teacher education be clearly delineated; and (3) that the concept of the newly graduated teacher be changed from that of "inexperienced expert" to "well-started novice." This concept, it is pointed out, would characterize beginning teachers as individuals who lack professional experience, but who are actively learning and continuing to develop toward expert status. It is argued that research on teaching could be made more useful in teacher education settings by conceptualizing the research outcomes as consisting not only of findings and implications, but also of concepts, theoretical models, questions, methods of inquiry, and case studies. It is predicted that appropriate use of research on teaching in the service of teacher preparation will not make teacher education easier, but will make it more appropriately complex. (Author/JD)
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.50).
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 23-27, 1984).