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ERIC Number: ED313324
Record Type: Non-Journal
Publication Date: 1989-Mar-30
Pages: 22
Abstractor: N/A
Reference Count: N/A
Teachers as Assessors and Assistors.
Dalton, Stephanie
According to the cognitive development theory of Lev Vygotsky, learning is formed, and thinking is transformed as a result of participation in purposeful activity with others. Through joint activity, social problem solving is learned and eventually internalized into intrapsychological processes. This paper describes an experimental teacher education program that is an application of principles representing Vygotskian theoretical themes. The guiding principles are described and supported with quotes from observational and interview data to present a model of teaching, performance assistance. The program supports the model by proposing reorganized interactional teaching activity to assist rather than assess student performance. A preservice teacher's case of early teaching practice is discussed to demonstrate: (1) how this reorganization of interaction and thinking transforms preservice teacher thinking; and (2) how institutional demands on the teacher can come into conflict with these transformations in practice. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Kamehameha Schools/Bernice Pauahi Bishop Estate, Honolulu, HI. Center for Development in Early Education.; Hawaii Univ., Honolulu. Coll. of Education.