Developing Teachers as Learning Doctors

Autor/in	Taber, Keith
Titel	Developing Teachers as Learning Doctors
Quelle	In: Teacher Development, 9 (2005) 2, S.219-235 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Workshops; Classification; Misconceptions; Teaching Methods; Teaching Skills; Barriers; Educational Diagnosis; Professional Development; Student Evaluation; Educational Assessment; Diagnostic Tests; Learning Processes; Chemistry; Science Teachers; Science Instruction; Foreign Countries; Beginning Teachers; Inservice Teacher Education; Teacher Expectations of Students; United Kingdom + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Classification system; Klassifikation; Klassifikationssystem; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pedagogical diagnostics; Pädagogische Diagnostik; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Diagnostic test; Diagnostischer Test; Learning process; Lernprozess; Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Junior teacher; Junglehrer; Lehrerfortbildung; Großbritannien
Abstract	This article describes how workshop sessions have attempted to help teachers from one curriculum area develop their diagnostic skills to use in assessment for learning. The approach uses the metaphor of the teacher-as-learning-doctor to encourage teachers to think about the diagnosis, prevention and treatment of learning "bugs". The workshop involves the use of a "typology of learning impediments" as a framework to discuss important research findings about potential barriers to classroom learning. This model then acts as a focus for groupwork "diagnosing" authentic "presentations" of student misconceptions. This article describes the rationale for the workshops, the basis of the typology, and how teachers have responded in the workshop context. The limitations of this form of provision as the basis for initiating teacher development are considered. The workshops have engaged and involved teachers, indicating the potential of the approach, but future work will need to look at how this translates into classroom practice. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10