NotesFAQContact Us
Search Tips
ERIC Number: ED336385
Record Type: Non-Journal
Publication Date: 1991-Jun
Pages: 16
Abstractor: N/A
Reference Count: N/A
Transforming Knowledge in Undergraduate Teacher Education. A Craft Paper 91-1.
Reid, Gem
This paper examines the teacher educator's role in assisting prospective teachers to grasp what it means to transform knowledge so that content and pedagogy intersect. Knowledge is not certain nor is its authority held in the text or the teacher's lesson plans. If students perceive knowledge to be open-ended, requiring vital curiosity, they will look for connections to other pieces of knowledge and for powerful teaching strategies. This study describes a teacher educator's experience with undergraduates in a small liberal arts college and a large university in the midwest and emphasizes that teaching a course about teaching poses special problems for the teacher educator which do not appear in other teacher preparation courses. In a course titled "Education and the Exceptional Child," the teacher was concerned with transforming knowledge and dispositions and tried several measures in order to change students' ideas about Down's Syndrome. Some success was achieved. In the second course, "Exploring Teaching," the transformation of knowledge seemed less clear and the teacher detected hesitancy in being direct about that process as the middle ground between questioning old thinking and provoking new learning. (LL)
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($4.30).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.