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ERIC Number: ED348358
Record Type: Non-Journal
Publication Date: 1992-Jul
Pages: 42
Abstractor: N/A
Reference Count: N/A
The Arts and Sciences as Preparation for Teaching. Issue Paper 92-3.
McDiarmid, G. Williamson
Policymakers have targeted what they perceive to be the inadequate content knowledge of teachers. Underlying resulting policies is an assumption that requiring prospective teachers to take more arts and sciences courses will remedy the problem. This paper examines whether or not this assumption is warranted. The discussion incorporates: critiques of undergraduate teaching; a view of knowledge for teaching; studying subject matter learning in the arts and sciences and the different kinds of knowledge teachers need; and investigations of students' understanding of subject matter and the teaching of subject matter in the arts and sciences emphasizing mathematics, writing, literature, and history. Prior research on student learning in arts and science courses is examined. It is argued that the problem is less one of ignorance about productive teaching practices and more one of cultural values; neither the disciplines nor research-oriented universities appear to value the learning of undergraduates as highly as grantsmanship or research. Implications for faculty development are discussed. (LL)
Publication Type: Opinion Papers
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.