Toward Learner-Centered Instruction: Risking Change for Professional Growth.

Autor/in	Watkins, Karen
Titel	Toward Learner-Centered Instruction: Risking Change for Professional Growth.
Quelle	(1979), (35 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lernender; Adoption (Ideas); Attitude Change; College Faculty; Community Colleges; Force Field Analysis; Individual Development; Individual Power; Individualized Instruction; Learning Modules; Professional Development; Psychological Needs; Risk; Security (Psychology); Self Actualization; Teacher Attitudes; Teacher Education; Teacher Improvement; Teacher Response; Tests; Two Year Colleges + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Ideas; Ideenfindung; Attitudinal change; Einstellungsänderung; Fakultät; Community college; Community College; Individuelle Entwicklung; Eigeninitiative; Individualisierender Unterricht; Learning module; Lernmodul; Risiko; Security; Psychology; Sicherheit; Self actualisation; Selbstverwirklichung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Lehrerkommentar; Examination; Prüfung; Examen
Abstract	Discussions and accompanying exercises are provided in this two-part learning module designed to help instructors cope with the loss of traditional classroom power and control that may result from the implementation of individualized, self-paced instruction. Part I discusses the key concepts to be learned in the module: Maslow's theory of self-actualization; concepts of risk-taking behavior; McClelland's concept of generative power; and the potential uses of these concepts to enhance personal and professional growth. The text and exercises in this section were designed to enable the instructor to: define self-actualization, list characteristics of self-actualizing people and relate these to the characteristics of individualized instruction, define risk-taking behavior, relate the concept of generative power to individualized instruction, and speculate on the relationship between personal growth and the role changes that are necessitated by individualized instruction. Part II suggests activities which require the instructor to apply the concepts covered in Part I to his/her own experience and teaching. Included in this section are a risk-taking quotient test for instructors who are switching to individualized methods; an analysis of the forces which keep instructors from instituting change; and a power orientation exercise. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01