Identity and Teacher Learning Hugh M. Burkhart, Robert Neil PB VG 1968 1st Ed

Description: Identity and Teacher Learning Hugh M. Burkhart, Robert Neil PB VG 1968 1st Ed. WHAT EXPERIENCES ARE ESSENTIAL IN LEARNING TO BECOME A SELF. EVALUATIVE TEACHER? This book suggests related teacher learning evaluative processes as experiences in self-reflective under- standing, beginning with the self, and then moving to the self and another individual, and finally con- cluding with the self and the class. Learning to be a teacher is like learning an art. It requires depth of experience for self-reflective under- standing and continued development. It requires related experiences and deep personal involvement. Most important, learning to be a teacher, like learning an art, requires a series of tangible products in which we can review and see, over time, the pattern of our development and the form of our individuality. These projects, then, do not represent a series of answers but a sequence of questions we need to ask of ourselves. This educational viewpoint toward teacher-learning experiences constitutes a question in itself about the type of preparation most teacher-education institutions provide for their students. The sequence of in- struction usually offered begins with courses in basic content or subject areas, proceeds to methods courses concerned mostly with educational practices, theory, and problems in the schools, and then concludes with student teaching. The basic assumption here is that the teachers-in-training "know about" teaching, and will therefore be adequately prepared as student teachers. As a result, many student teachers go into student teaching to determine whether they want to be teachers or not. This is a crucial question to which their lives may be devoted, but the present educational system does not provide a structure for searching out an answer until the last term of the last year in college. Moreover, even when important educational concepts are grasped intellectually, the learning skills needed to put them into practice usually have not been explored in practice. Knowledge of oneself as a teacher is still missing. Moreover, student teaching is, for the student, the final test. So, prior to student teaching, there is usually a feeling of desperation rather than of anticipation. This, then, raises the question as to whether a better structure for teacher- learning can be provided; one which will provide more self-knowledge earlier in a more gradual and syste- matic manner. Specifically, a structure is needed which will allow the individual to ask and answer the sequence of questions essential to making a full commitment to becoming a teacher before the final test of student teaching. This structure for self-reflective understanding and development begins with questions concerning our past, present, and future selves. The concern of this book's first two chapters focuses on our awareness of questions we may have as college students about ourselves as students, artists, and teachers. In particular, the discussion is about our questions as they relate to our identity as teachers and about our understanding of what changes may be required by the process of becoming teachers. The problem is to see ourselves and ix

Price: 105.88 USD

Location: Starkville, Mississippi

End Time: 2024-12-18T23:01:46.000Z

Shipping Cost: 3.33 USD