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ERIC Number: ED364835
Record Type: Non-Journal
Publication Date: 1993-Dec
Pages: 50
Abstractor: N/A
Reference Count: N/A
Building Professional Contexts for Learning for Preservice and Inservice Teachers and Teacher Educators: Reflections, Issues and Questions.
Herrmann, Beth Ann; And Others
This paper reflects on an attempt to create and study a professional context for teacher education based on collegiality and mutuality and raises some issues and questions about trends in teacher education reform. The paper begins with a brief review of the rise of alternative approaches in teacher education. Included are examples from educators' experiences with conceptual change approaches to illustrate inconsistencies and problems associated with this type of teaching. The paper suggests that the underpinnings of teacher preparation--attitudes, conceptions, beliefs, values, assumptions, and habits--have not changed much; that they are still rooted in behaviorism and that this is subtly undermining efforts to create conceptual change. The paper proposes that a lack of cultural and conceptual change in teacher education is a possible reason why change has not occurred. The paper next describes a year-long literacy project which dealt directly with the inconsistencies experienced. The paper uses a framework for thinking about cultural and conceptual change in teacher education to describe what the project tried to do differently. Included in the description is a discussion of adjustments and difficulties faced. The paper concludes with issues and questions surrounding cultural and conceptual change at the teacher education level. A table listing the adjustments and difficulties and a figure illustrating the framework are included; 62 references, an illustration of a vision for the literate person, and two appendixes discussing data collection procedures are attached. (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A