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ERIC Number: ED308178
Record Type: RIE
Publication Date: 1989-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Intellectual and Methodological Imperatives for Individual Teacher Development.
Baird, John R.
This paper pursues three themes for understanding the nature of teaching and learning: (1) the mechanisms involved in teaching and learning as they occur in their normal context; (2) the processes and effects of a change whereby teachers and students assume greater personal awareness; and (3) the processes for facilitating change. Discussion centers around certain assumptions: (1) episodes of teaching and learning are each a singular process of development of personal intellectual competence and performance; (2) the mechanisms of interaction of the different components of intellectual competence and performance must be understood; (3) the notion of constructivism holds for all components of intellectual competence, and enhances understanding of the nature of intellectual performance; (4) enhanced metacognition is a principal goal of education and a focus for fostering intellectual development; (5) because of the complex and personal nature of change through intellectual development, progress requires that the teacher and learner participate actively in research; (6) this research should be based on reflection, and should be directed to constructing a pluralistic, relativistic epistemology; and (7) collaborative research fosters intellectual development through reflection on practice. (JD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).