This study which focused on relating teachers’ professional preparation and practices with their teaching effectiveness was anchored on Teacher Education as a coursework and fieldwork. Coursework imparts knowledge about teaching although teachers claimed that what they learned during professional preparation, was learned through their field experiences (Lanier, 1986).
Teachers require a body of professional knowledge that encompasses both knowledge of general pedagogical principles and skills and knowledge of the subject matter to be taught. General pedagogical knowledge includes knowledge of theories of learning and general principles of instruction, an understanding of the various philosophies of education, general knowledge about learners, and knowledge of the principles and techniques of classroom management. In addition to content knowledge, subject matter knowledge encompasses an understanding of the various ways a discipline can be organized or understood. Elements of pedagogical content knowledge i9nclude conceptualizing the subject matter for teaching, understanding its major concepts, a study of student understanding of the subject matter, and curriculum knowledge, its materials and resources (Grossman & Richert, 2001).
Teacher Education is a synergetic self-organizing process. It may shift from the conventional focus on teaching to a new structure of deep learning. If teachers restrain from pretending to know, from excessively planning and controlling, and start respecting the unknown, then a new culture of teacher education will be developed and move on towards a learning-oriented delivery of Teacher Education (Wesseler, 2001).
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