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
- Demonstrates an understanding of developmental issues (cognitive,
social, emotional, physical) in diagnosing, planning, implementing,
and assessing teaching/learning;
- Accesses and uses current research findings in diagnosing, planning,
implementing, and assessing teaching/learning experiences;
- 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;
- Possesses a coherent, integrated understanding of the
world of theory and practice that is evident in diagnosing, planning,
implementing, and assessing teaching/learning experiences;
- Considers the multicultural nature of classrooms and society
in diagnosing, planning, implementing, and assessing teaching/learning
experiences;
- 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.
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