Helping Preservice Teachers Examine Their Cultural and Educational Presuppositions: Strategies for Critical and Democratic Reflection.

Autor/inn/en	Andrews, Sharon Vincz; Wheeler, Patricia J.
Titel	Helping Preservice Teachers Examine Their Cultural and Educational Presuppositions: Strategies for Critical and Democratic Reflection.
Quelle	(1990), (35 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Classroom Communication; Classroom Environment; Critical Thinking; Curriculum Development; Higher Education; Literature Reviews; Methods Courses; Participative Decision Making; Preservice Teacher Education; Student Participation; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenklima; Unterrichtsklima; Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Methods classes in teacher education are under attack. If teacher education programs are to survive with a methods component, teacher educators need to begin living and demonstrating the models of pedagogy they advocate. Methods courses must go beyond the lecture mode to democratic practice in which students and instructors build social learning communities. This paper discusses establishing democratic practice in the classroom and the dilemmas inherent in such practice. Analysis of qualitative data from several classes resulted in a number of emergent themes: demystification of the knowledge base in methods classes, power of social learning/reduction of individualism, and decision making as a disappearing dialectic. The propositions which emerged in this study and the implications for curriculum can be summarized in one statement: the qualities and conditions which democratic practice allows--development of voice, the creation of learning environments, the pursuit of inquiry, and engagement in reflexivity--are the major components of a framework for learning and, therefore, should be major components of curriculum in teacher education. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01