ERIC Number: ED470885
Record Type: RIE
Publication Date: 2000-Nov
Reference Count: N/A
The Teacher as Researcher: An Experimental Approach toward Teaching in the College Classroom and Beyond.
Noting that there are far too many variables ever to have the same teaching results with different people in different classes in different historical times and places, this paper describes methods for helping educational psychology students to learn to assess systematically the results of teaching. First, making one's thinking overt helps students to develop their metacognitive skills. Second, showing students not only the popular methods but also contradictory approaches helps them to learn that no approach is completely right or completely wrong. The class can look for the results of each and decide merits and limitations in terms of learning, attitudes, and engagement. There are always students in class who prefer learning from those more familiar, traditional methods, so by discussing the pros and cons for individuals, students become better able to select approaches that match goals and children. Third, class discussions encourage class members to share their observations of members' attitudes and learning. Students experience the scientific process in action: hypothesize, test, measure the results, and revise one's theory accordingly. Finally, class assignments help students to apply the learning with children. (Author/HTH)
Descriptors: College Curriculum, Evaluation Methods, Higher Education, Preservice Teacher Education, Preservice Teachers, Teacher Education, Teacher Education Programs, Teacher Effectiveness
For full text: http://ericeece.org/pubs/books/katzsym/demarie.pdf.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Issues in Early Childhood Education: Curriculum, Teacher Education, & Dissemination of Information. Proceedings of the Lilian Katz Symposium (Champaign, IL, November 5-7, 2000); see PS 030 740.