"An Effective and Agonizing Way to Learn": Backwards Design and New Teachers' Preparation for Planning Curriculum

Autor/in	Graff, Nelson
Titel	"An Effective and Agonizing Way to Learn": Backwards Design and New Teachers' Preparation for Planning Curriculum
Quelle	In: Teacher Education Quarterly, 38 (2011) 3, S.151-168 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Curriculum Development; Teacher Effectiveness; Planning; Teaching Models; Pedagogical Content Knowledge; Data Collection; Data Analysis; Teacher Education; Teacher Attitudes; Universities; California + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ablaufplanung; Planungsprozess; Lehrmodell; Pädagogische Kompetenz; Data capture; Datensammlung; Auswertung; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; University; Universität; Kalifornien
Abstract	Some research on new teachers suggests that new teachers feel "lost at sea" when confronting the complexities of planning curriculum (Kaufman et al., 2002). In the tradition of self-study and the Scholarship of Teaching and Learning (SoTL), this article describes a pedagogical approach that has met with some success in the author's own work with pre-service teachers. Although he began with a broad inquiry into the effectiveness of his own preparation of future teachers, he discusses here a narrow range of the knowledge, skills, and dispositions related to effective teaching--the ability to design and plan curriculum. He suggests that using the Wiggins and McTighe "Backwards Design" framework has helped his former students develop the skills to plan curriculum. The backwards design framework as described by Wiggins and McTighe (1995, 2005) provides a structure with which to help prospective teachers in a content methods course to begin to transform their content knowledge into pedagogical content knowledge and to develop sensitivity to both the horizontal and vertical curriculum. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10