Becoming Aware of the Challenges of Helping Students Learn: An Examination of the Nature of Learning During a Service-Learning Experience (Report)
Teacher Education Quarterly 2010, Wntr, 37, 1
Teacher Education Quarterly
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Introduction Learning to teach is an incredibly complex endeavor with nuances that elude even those carefully observing it. "Even when observing good teaching or experiencing it for oneself, one cannot easily glean a deep understanding of the complexity of the work" (Hammerness, Darling-Hammond, Bransford, & others, 2005, p. 368). Fresh out of their own experiences as K-12 learners, candidates possess a variety of conceptions of schooling, learning, and teaching based on their "apprenticeship of observation" (Lortie, 1975). Although many experiences provide a rich framework on which to build their learning throughout teacher education, preservice teachers' interpretation of what they observed in the classroom often leads to the formation of preconceptions of schooling that are difficult to overcome during a teacher education program (Hammerness, et al., 2005). These include beliefs that teaching is easy (Britzman, 2003), that concepts and ideas in teacher preparation programs are familiar and obvious, and that learning is a simple and mechanistic process that entails little more than a one-way transfer of information from teacher to student. As a result of such preconceptions, many preservice teachers tend to envision teaching as telling and have a difficult time comprehending the challenges students face while learning in their classrooms.
- € 2,99
- Categorie: Onderwijs
- Publicatiedatum: 01-01-2010
- Uitgever: Caddo Gap Press
- Tekstlengte: 38 pagina's
- Taal: Engels