Download e-book for kindle: Approaches to Teaching (Thinking About Education Series) by Gary D. Fenstermacher

By Gary D. Fenstermacher

ISBN-10: 0807738093

ISBN-13: 9780807738092

This article has been thoroughly revised to reinforce the connections among theories of educating and the perform of educating. offering wealthy descriptions of philosophical and historic conceptions of educating, this variation keeps utilizing the structure of the 3 methods and case research dilemmas.

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Extra info for Approaches to Teaching (Thinking About Education Series)

Sample text

There is no plot line in the bewildering complexity of our lives but that which we make and find ourselves. By articulating experience, we reclaim it for ourselves. . We write because we want to understand our lives. I know that teaching writing begins with the recognition that each individual comes to the writing workshop with concerns, ideas, memories, and feelings. Our job as teachers is to listen and to help them listen. " I ask writers, and I ask this whether the writers are five years old or fifty.

To the therapist teacher, the executive approach leads to alienation by driving a wedge between the knower and the known. When the teacher becomes the executive, the learners always acquire someone else's knowledge, on someone else's terms, for someone else's purposes. There seems no compromise possible here, no way to have the cake of the therapist and eat it as an executive. Is there really no way to bridge the gap? It seems not. Recall that the executive approach is grounded in a behavioristic, experimental psychology, which itself is grounded in the philosophy of logical empiricism or positivism.

These researchers assumed a tight connection between teaching as a cause and learning as an effect that follows from the cause. The researchers were not burdened with fancy ideas about the nobility of teaching, nor did they pay much attention to the so-called inputs of education (such as the size of the school library, per-pupil expenditure, or the number of college recruiters who visited the school in a year). On the contrary, they went straight for the jugular. They had one burning question: Do the instructional behaviors of some teachers lead to systematic gains in student achievement, while different instructional behaviors by other teachers show no systematic gains in student learning?

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Approaches to Teaching (Thinking About Education Series) by Gary D. Fenstermacher

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