Closing the Gap Between Research in Teacher Effectiveness and the Teacher Education Curriculum.

Autor/in	Medley, Donald M.
Titel	Closing the Gap Between Research in Teacher Effectiveness and the Teacher Education Curriculum.
Quelle	In: Journal of Research and Development in Education, 7 (1973), S.39-46 (12 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Competency Based Teacher Education; Curriculum Development; Educational Change; Educational Practices; Educational Research; Inquiry; Research Utilization; Teacher Effectiveness; Teaching Skills + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Forschungsumsetzung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	A survey of research on teacher effectiveness (that is, whether what is taught is indeed that which produces improvement in student performance) reveals that very little is known about what makes a good teacher, a position that is becoming increasingly untenable as competency-based education is introduced. The main gap is in research into changes in pupils attributable to their teachers, empirical evidence that teachers are in fact effective. Two attempts at measuring teacher effectiveness--"expert" rating and process-product studies--have produced little in the way of valid findings. It can be seen, however, that, in practice, an effective teacher can be recognized not so much by what he does as by when he does it; that he can be recognized not by which competencies he possesses as by how many there are. Implied in this is that the effective teacher will differ from the ineffective teacher primarily in his control over the repertory of competencies he commands; in his ability to adapt his behavior to the pupils, the purpose, and the situation in which he operates; and most important of all in his ability to learn from his own experience, so that his competence is always increasinq. The function of teacher education should be to communicate this repertory of competencies to the teacher trainee so that they may be used as needed. The major change in the content of teacher education by a shift to this approach would be an increased emphasis on inquiry training, on lifetime experimentation, and on continuing education. And the dependence on research would also increase, with the difference being that the teacher himself, systematically implementing research findings on his own behavior and assessing the effects it has on his pupils, will be the one who closes the gap between research and teacher education. (MJB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01