ERIC Number: ED392792
Record Type: RIE
Publication Date: 1995-Oct
Prospective Teachers' Beliefs and Teacher Education Pedagogy: Research Based on a Teacher Educator's Practical Theory.
Anderson, Linda M.; Holt-Reynolds, Diane
A content area literacy course is examined to assess how teacher educators might respond to prospective teachers' beliefs in light of the particular goals of a particular course or teacher education experience. Content Area Literacy is a methods course that emphasizes teaching strategies and the rationales underlying them. It is examined to reveal how to teach content to prospective teachers in light of their entering beliefs about learning and teaching that could affect their learning from the course. Analysis of three actual student cases in such a course lends support to the practical theory that students, for whom the teacher's assumptions were accurate, did learn from the course in the ways that the theory predicted. In general, findings suggest the need for and the benefits that would come from the integration of teaching and research. (Contains 14 references.) (NAV)
Descriptors: Attitude Change, Beliefs, Case Studies, Higher Education, Learning Processes, Methods Courses, Outcomes of Education, Preservice Teacher Education, Prior Learning, Reflective Teaching, Research Needs, Secondary Education, Student Educational Objectives, Student Experience, Student Teacher Attitudes, Student Teachers, Teacher Attitudes, Teacher Background, Teacher Educators, Teaching Methods, Theory Practice Relationship
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($9.61).
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.
Grant or Contract Numbers: N/A