ERIC Number: ED408273
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
The Absence of Self-Study in School-University Teacher Education Reform.
Myers, Charles B.
Leaders of many reform and restructuring efforts in schools and in teacher education ignore or avoid serious self-study by not looking critically at themselves, their work, the assumptions from which they operate, and the successes and failures of their efforts. Nearly all school-university reform efforts exhibit weaknesses that can be tied directly to an absence of self-study. An approach to improving schools, teaching, and student learning that emphasizes self-study begins by examining how learning, teaching, schools, and teacher knowledge and competence guide rethinking of professional work, and how current school experiences of students and teachers, school contexts, and activities of teacher educators fit with these visions. Current scholarship provides information and guidance especially in relation to the following focuses: (1) learning as experience-based intellectual construction; (2) teaching as professional problem-identification and problem-solving; (3) schools as learning communities; (4) teacher knowledge and competence as developed from reflective practice; and (5) self-study as a medium for professional learning. (Contains 49 references.) (ND)
Descriptors: College School Cooperation, Educational Change, Elementary Secondary Education, Higher Education, Instructional Improvement, Organizational Effectiveness, Partnerships in Education, Preservice Teacher Education, Program Effectiveness, Self Evaluation (Groups), Self Evaluation (Individuals), Teacher Improvement
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A