ERIC Number: EJ514187
Record Type: Journal
Publication Date: 1995
Reference Count: N/A
The Psychologizing of Teacher Education: Formalist Thinking and Preservice Teachers' Beliefs.
Pajares, Frank; Bengston, John K.
Peabody Journal of Education, v70 n3 p83-98 Spr 1995
Study evaluates the assumption that when preservice teachers' subject matter knowledge is enhanced by formal psychological understanding of learners, superior instruction results. Analyzing preservice language arts teachers' responses to a student's request for feedback about his poem found that formalist thinking predominated over instructional feedback intended to increase literary skills. (SM)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Authoring Institution: N/A