The Dilemma of Determining Essential Planning and Decision-Making Skills for Beginning Educators.

Autor/in	Griffin, Gary A.
Titel	The Dilemma of Determining Essential Planning and Decision-Making Skills for Beginning Educators.
Quelle	(1983), (7 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Beginning Teachers; Curriculum Development; Curriculum Evaluation; Decision Making; Educational Planning; Grouping (Instructional Purposes); Higher Education; Instructional Development; Preservice Teacher Education; Student Evaluation; Student Teaching; Teacher Role + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Decision-making; Entscheidungsfindung; Bildungsplanung; Grouping; Gruppenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching improvement; Unterrichtsentwicklung; Lehramtsstudiengang; Lehrerausbildung; Schulnote; Studentische Bewertung; Teaching practice; Unterrichtspraxis; Lehrerrolle
Abstract	In struggling to come to grips with essential skills for beginning educators, it helps to think of the requirements of teaching. Four basic requirements of teaching are: (1) curriculum planning and implementation; (2) instruction; (3) grouping of students; and (4) evaluation. For each of the four requirements of teaching, the teacher must demonstrate planning and/or decision making skills. Each of the four requirements of teaching may be considered from at least three vantage points. One is as a planning activity, wherein the teacher makes considered decisions about what might occur in the classroom. The second vantage point is as the implementation of a plan, wherein the teacher, together with the students, acts out the plan in a learning setting. The third point of view is as a reflection phase, in which the teacher figuratively plays back the plan and the implementation in such a way as to make judgments about such issues as the success or failure of the instructional sequence, the degree of sustained interest on the part of students, the next steps in the curricular segment, and so forth. This way of thinking about teacher planning and decision making leads to a conception that accounts for proactive, interactive, and reflective behavior. It promotes a way of thinking about teaching that gives deliberate attention to the relation between teacher thought and teaching activity. This paper notes the lack of systematic research attention that has been paid to teacher planning and decision making and discusses in detail two pertinent studies: a semester-long study of student teaching (Griffin et al.); and a review of research on teacher judgment, planning, and decision making (Shavelson). (JMK)
Anmerkungen	Not available separately, see SP 022 600.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01