ERIC Number: ED312264
Record Type: RIE
Publication Date: 1989-Aug
Reference Count: N/A
Breaking from Experience in Teacher Education: When Is It Necessary, How Is It Possible? Occasional Paper No. 129.
The idea that breaks from experience are necessary and salutary in teacher education is a response to an enduring problem of teacher education: the fact that aspiring teachers come to their preparation with set ideas about teaching, learning, and schooling that fit with the larger ideal and institutional order into which they were born. Typically, the pedagogy and school learning aspiring teachers are well versed in is not the sort that teacher educators want them to promote, and novices' understanding of children is limited, based on their own experiences. This paper examines the justifications for breaking with experience that center, first, on the limitations of what teachers learn about their work through their experience of schools and, second, on comparisons of teacher learning with socialization processes in other professions. In assessing the call for breaks in experience in teacher education, comparisons of teaching with other professions ignore the extent to which teaching is a general human activity, and thus close to common sense. Not all that is learned through experience is without value, and neither are replacements for the lessons of experience necessarily available or teachable. (Author/JD)
Descriptors: Change Strategies, Cognitive Structures, Elementary Secondary Education, Higher Education, Incidental Learning, Learning Experience, Learning Processes, Observational Learning, Preservice Teacher Education, Role Models, Student Attitudes
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, E. Lansing, MI ($3.00).
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.