Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h3JG6KU11469; Sat, 19 Apr 2003 12:06:25 -0400 (EDT) Date: Sat, 19 Apr 2003 12:06:25 -0400 (EDT) Message-Id: <Sea2-F52RmzeyNtqMk700002a53@hotmail.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "Eileen Eckert" <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:235] thinking like a teacher X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 2417 Lines: 46 The idea that a goal of professional development is to develop on a continuum of "thinking like a teacher" is interesting. In a chapter in one of the New Directions in Adult and Continuing Education series, the issue on Contemporary Viewpoints on Teaching Adults Effectively (or something like that), Daniel Pratt describes 5 perspectives on teaching. This idea of learning to think like a teacher fits the apprenticeship perspective, which emphasizes the learner's gaining knowledge and skill within a community of practice. I don't remember whether Pratt addresses this, but it seems to me that an equally important part of maintaining and furthering the knowledge, creativity, and vitality of the community of practice is critically questioning its principles, practices, and how well they work together. So "apprentices" should not simply absorb the existing wisdom of the community but also question and creatively construct it. And the community should look on apprentices and outsiders as sources of more detached observations that are crucial but not often possible when you're completely enmeshed in a community. This reminds me of a study I read about, done with teachers and student-teachers in Spain but probably applicable here too. The researchers looked at the metaphors student-teachers and teachers used to describe teaching and learning. They found that student-teachers used mostly constructivist metaphors. However, with experience, teachers came to use more traditional, knowledge transmission-oriented metaphors like the teacher as the filler of the empty vessel. I have seen this effect in teacher communities, where experience brings a weary cynicism about students' willingness and ability to construct their own knowledge. I think much of it comes from working in conditions that almost force such a view, or at least make it difficult to practice constructivist teaching. Can professional development that focuses on teachers or their beliefs and practices, but leaves untouched the conditions within which they work (and the people who create and perpetuate these conditions), be effective? If so, how? If not, then what would make professional development more effective? Eileen _________________________________________________________________ Help STOP SPAM with the new MSN 8 and get 2 months FREE* http://join.msn.com/?page=features/junkmail
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