Teachers' Cognitive Activities and Overt Behaviors. [Report No.: IRT-OP-39

Autor/in	Brophy, Jere E.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Teachers' Cognitive Activities and Overt Behaviors. [Report No.: IRT-OP-39
Quelle	(1980), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Decision Making; Educational Diagnosis; Educational Research; Elementary Secondary Education; Student Teacher Relationship; Teacher Attitudes; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Pedagogical diagnostics; Pädagogische Diagnostik; Bildungsforschung; Pädagogische Forschung; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Recent research on teacher planning, thinking, and decision making is reviewed. The work on planning reveals that teachers typically do not use the objectives-based, rational models stressed in textbooks, but instead concentrate on the activities included in a curriculum as they seem to relate to the needs and interests of the students. This indicates the need for training teachers to plan more effectively, and suggests the formation of alternative models of the planning process which might be more appropriate than the rational model. Research on teachers' perceptions, thoughts, and decisions during the teaching process is just beginning, but it suggests exciting possibilities. Work done to date suggests that: most teacher perceptions about students are accurate; most teacher decisions about students are logical and based on appropriate information sources; and teachers' behaviors when interacting with students may be monitored and controlled more consciously than previous work would suggest. (Author/FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01