Issues in Education: Epistemology, Phenomenology, and Reflection--A "Stop, Look, and Listen" for Educators

Autor/in	Fite, Kathleen
Titel	Issues in Education: Epistemology, Phenomenology, and Reflection--A "Stop, Look, and Listen" for Educators
Quelle	In: Childhood Education, 88 (2012) 3, S.189-190 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.682553
Schlagwörter	Teacher Educators; Teacher Education; Early Childhood Education; Phenomenology; Reflective Teaching; Epistemology; Perspective Taking; Teacher Effectiveness; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Phenomenological psychology; Phänomenologie; Psychologie; Erkenntnistheorie; Zukunftsperspektive; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Childhood learning is full of easy-to-remember directions. Recall such advice as "Stop, look, and listen" before one crosses the street and "Stop, drop, and roll" if one's clothes catch on fire. These sayings are clear and concise with specific instruction about what to do in a critical situation. As a teacher educator who has been in the field for over 40 years, the author finds herself wishing for something equally simple to remember (without minimizing the complex nature of teaching and learning) that could guide her students toward becoming more effective educators. This article provides emerging and seasoned educators with three easy-to-remember keys to thoughtful teaching: epistemology, phenomenology, and reflection. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10