Understanding “core practices” and “practice-based” teacher education: learning from the past  

Oleh:

Forzani, Francesca M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 65 no. 04 (Sep. 2014), page 357-368.
Topik: pre service education; education reform; instructional practices
Fulltext: Understanding “Core Practices”.pdf (503.75KB)

Isi artikel

In recent years, a small but growing strand of research has investigated ways of focusing teachers’ professional education on “core” or “high leverage” practices of teaching. These efforts are easily conflated with other initiatives to develop “practice focused” teacher education, raising questions about what these terms even mean. This article investigates what can be learned by comparing and contrasting teacher education focused on core practices with other approaches that might also be called “practice-based,” including those dating back to the 19th century. It focuses on three important periods in the history of teacher education: the heyday of the normal schools in the late 1800s, the period of scientific efficiency in the 1920s and 1930s, and the era of competency-based teacher education in the 1960s and 1970s.

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