Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f9IHOv009529; Thu, 18 Oct 2001 13:25:02 -0400 (EDT) Date: Thu, 18 Oct 2001 13:25:02 -0400 (EDT) Message-Id: <3BCF1007.1A01999D@cccnj.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Patricia <phanahoe@cccnj.net> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1842] Re: questions about teacher learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.77 [en] (Win95; U) Status: O Content-Length: 2742 Lines: 53 I think educators need proficiency in their subjects. That may sound obvious, but I have encountered numerous instructors at the community college level (where I teach) who simply don't know their own subject material well. Many English teachers have degrees in literature or creative writing and have no clue about the basics of structure, analysis, organization, grammar, or even creativity, nor how to teach those things to students. Many don't even know how to write well beyond a literary analysis. If you look at the high school or elementary levels, the problem is even more serious. Many teachers only have a BA and spent more time in college learning how to teach than learning the details of their own disciplines. Don't get me wrong: it's important to know how to teach, too. Another problem with many college instructors is that few of us were ever taught how to teach--we learned the hard way, through experience. But if you don't know your subject material well, you can't teach it, no matter how good of a teacher you are. The conundrum here, though, is that though I learned my subject thoroughly in school, to be honest, I also learned it by teaching. I'm a much better writer and teacher of writing now than I was when I started teaching 15 years ago. I also consider myself an expert in grammar and punctuation (a different subject) now, but I certainly wasn't when I started teaching. P. Hanahoe-Dosch Eileen Eckert wrote: > I have recently returned to the University of Connecticut to finish my > Ph.D., and in one of the courses I am participating in a group research > project on teacher learning. Several wonderful people have spent time > answering my interview questions, and now I'm hoping some of you will answer > a few questions as well. > > If you are willing to answer, any responses that are sent to me off-list > will be confidential--I will not use anything that could identify you in my > class discussions or written analysis. Of course, answers posted to the list > may offer the chance to "Reflect and Evaluate" as a group. > > Questions: > Using the definition of proficiency as "skilled application of knowledge," > what are the areas of proficiency that you think educators most need, and > why do you think they are important? > > How have you developed proficiency? What activities have contributed most to > your own learning as a teacher? > > What is your current role as an educator (e.g., ESL teacher, ABE teacher, > administrator)? > > Thanks to anyone who takes the time to answer any or all of these questions! > > Eileen Eckert > > _________________________________________________________________ > Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp
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