Helping Others Learn to Teach: Some Principles and Techniques for Inservice Educators.

Autor/in	Katz, Lilian G.
Institution	ERIC Clearinghouse on Early Childhood Education, Champaign, IL.
Titel	Helping Others Learn to Teach: Some Principles and Techniques for Inservice Educators.
Quelle	(1979), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Caregivers; Educational Principles; Higher Education; Inservice Teacher Education; Postsecondary Education; Preschool Teachers; Teacher Attitudes; Teacher Educator Education; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Bildungsprinzip; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Post-secondary education; Tertiäre Bildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Some principles, assumptions, and teaching techniques related to inservice education are presented in this paper for teacher educators who work with teachers or caregivers, Child Development Associate graduates or prospective teachers. The following principles for the selection of interactional focus are identified and discussed: (1) the teacher's understanding of her own situation; (2) strengthening (the teachers) worthwhile dispositions; (3) teacher competencies already acquired; (4) building long term relationships; and (5) providing moderate amounts of inspiration. General techniques for working with teachers are described under the following headings: (1) maintain an optimal distance between yourself and the teachers you are working with; (2) cultivate the habit of suspending judgment on what you observe; (3) phrase suggestions in experimental form; (4) avoid the temptation to stop a pattern behavior; (5) help the teacher to re-define her job so that it is achievable; (6) act as a neutralizer of conflicts; (7) use demonstrations of your own skills cautiously; (8) share your understanding of how a teacher sees you; and (9) resist the temptation to "use" teachers to get to the children. Concluding comments suggest useful assumptions for teachers. (SE)
Anmerkungen	ERIC Clearinghouse on Early Childhood Education, University of Illinois, 805 West Pennsylvania Avenue, Urbana, Illinois 61801 (Catalog #181, $2.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC