Teacher As Reflective Problem Solver

Knowledge Goals

In order for teachers to engage pedagogical problems, they must refer to a knowledge base that supports their beliefs and actions.   The ability to explicate a knowledge base that justifies the predispositions and assumptions that underlie teaching/learning behavior is a key characteristic of the TEACHER AS REFLECTIVE PROBLEM SOLVER.   The prospective teacher must possess knowledge of content, context, and learners.

The degree to which a teacher candidate has acquired, can explicate, and can use an adequate knowledge base acquired through completion of courses/experiences is assessed according to the following criteria:

The Candidate

1. Demonstrates an understanding of developmental issues (cognitive, social, emotional, physical) in diagnosing, planning, implementing, and assessing teaching/learning;   
2. Accesses and uses current research findings in diagnosing, planning, implementing, and assessing teaching/learning experiences;
3. Demonstrates a critical understanding of the central concepts, tools of inquiry and structures of representation of subjects being taught and their interdisciplinary connections in diagnosing, planning, implementing, and assessing teaching/learning experiences;
4. Possesses a coherent, integrated understanding of the world of theory and practice that is evident in diagnosing, planning, implementing, and assessing teaching/learning experiences;
5. Considers the multicultural nature of classrooms and society in diagnosing, planning, implementing, and assessing teaching/learning experiences;
6. Considers and uses educational multimedia in diagnosing, planning, implementing, and assessing teaching/learning experiences.       

These goals are based in part on the works of Banks,   1988; Calderhead,   1992; Glaserfeld,   1984; Goodlad,   1984; Munby & Russell,   1992; Sleeter & Grant,   1988; Nieto,   1992; Piaget,   1954; Schon, 1986; Shulman, 1987; and Valli, 1992.