A Philosophical Approach to the "Knowledge Base" in Teacher Education. Recognizing the Element of Uncertainty in Teaching.

Autor/in	Ichimura, Takahisa
Titel	A Philosophical Approach to the "Knowledge Base" in Teacher Education. Recognizing the Element of Uncertainty in Teaching.
Quelle	(1991), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Style; Educational Philosophy; Elementary Secondary Education; Foreign Countries; Higher Education; Inservice Teacher Education; Intuition; Learning Processes; Preservice Teacher Education; Teacher Expectations of Students; Teacher Student Relationship; Teaching Methods; Japan + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Learning process; Lernprozess; Lehramtsstudiengang; Lehrerausbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In the process of classroom teaching and learning, feeling something in one's body, as a basis for thinking, represents the uncertain area which can never be physically seen. Yet, this area calls for reaffirmation as "knowledge" and needs to be recognized as one of the major factors composing a knowledge base for the promotion of teacher education. Classroom teaching which acknowledges this principle can be described as "classroom teaching which brings to life." This type of classroom teaching is impeded if there is a separation and/or differentiation between heart and body and if knowledge is provided only through language. In the relationship of teachers to students, there must be consideration for the personal knowledge of individual students. Intuition closely related to the individual student's body should be taken into account. Uncertainty on the part of the teacher attaches to this approach to classroom teaching and learning. Such uncertainty should not be conceived of as a negative element to be eliminated. Education always involves uncertainty, and it is only when the existence of uncertainty is accepted that we begin to see a new dimension of education emerge where the personal knowledge and the quality of individual children are recognized and respected as they should be. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC