Essential Dimensions of Teaching.

Institution	Maryland State Dept. of Education, Baltimore. Div. of Certification and Accreditation.
Titel	Essential Dimensions of Teaching.
Quelle	(1994), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Elementary Secondary Education; Faculty Development; Inservice Teacher Education; Instruction; Knowledge Base for Teaching; Performance; Preservice Teacher Education; Reflective Teaching; Standards; Teacher Competencies; Teaching Models; Teaching (Occupation); Teaching Skills; Maryland + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Lehrerfortbildung; Teaching process; Teaching theory; Theory of teaching; Unterrichtstheorie; Achievement; Leistung; Lehramtsstudiengang; Lehrerausbildung; Standard; Lehrkunst; Lehrmodell; Teaching; Lehrberuf; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The state of Maryland views learning to teach as a developmental process in which there is continuous engagement with research, best practice, and expert opinion. This publication identifies 10 performance-based standards for the career-long development of teachers and teacher candidates. Learning to teach is viewed as a continuous learning cycle of four domains: knowledge, analysis, action, and reflection. Each of the 10 performance standards are discussed in terms of these four domains. The standards maintain that teachers should be able to: (1) demonstrate mastery of appropriate academic disciplines and a repertoire of teaching techniques; (2) demonstrate an understanding that knowledge of the learner's physical, cognitive, emotional, social, and cultural development is the basis of effective teaching; (3) incorporate a multicultural perspective which integrates culturally diverse resources, including those from the learner's family and community; (4) demonstrate a knowledge of strategies for integrating students with special needs into the regular classroom; (5) use valid assessment approaches, both formal and informal, which are age-appropriate and address a variety of developmental needs, conceptual abilities, curriculum outcomes, and school goals; (6) organize and manage a classroom using approaches supported by student learning needs, research, best practice, and expert opinion; (7) use computer and computer-related technology to meet student and professional needs; (8) demonstrate an understanding that classrooms and schools are sites of ethical, social, and civic activity; (9) collaborate with the broad educational community, including parents, businesses, and social service agencies; and (10) engage in careful analysis, problem-solving, and reflection in all aspects of teaching. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC