Practical Arguments Are No Accounts of Teacher Thinking: But Then, What Is? Occasional Paper No. 119.

Autor/in	Buchmann, Margret
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Practical Arguments Are No Accounts of Teacher Thinking: But Then, What Is? Occasional Paper No. 119.
Quelle	(1988), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Abstract Reasoning; Cognitive Processes; Comprehension; Concept Formation; Holistic Approach; Logical Thinking; Metacognition; Philosophy; Teacher Effectiveness; Teaching Experience; Values Clarification + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Concept learning; Begriffsbildung; Holistischer Ansatz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Philosophie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Wertbewusstsein
Abstract	This paper examines the area of teachers' practical arguments (arugments consisting in the search for a plan of action), considering questions such as: How does rationality manifest itself in practice, and in specific human practices like teaching? Is practical reasoning in teaching moral? Do values of theoretical reasoning, such as universality, logical order, explicitness, and completeness translate to the practical domain? It is argued that relying on practical arguments for the improvement of teaching ignores the extent to which teaching is an act of wisdom and belongs to the contemplative life. It is contended, also, that--in representing teachers' arguments for purposes of analysis and improvement--the distinction must be maintained between simplication and misrepresentation, guarding especially against the conversion of methodological moves into stipulations about reality or appropriateness. Finally, some major philosophical difficulties in the analysis of practical reasoning are considered. It is essential to keep such difficulties in mind if work is to continue, with good purpose, in this area of practical arguments in teacher education and teaching-thinking research. (Author/JD)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC