chapter_2 - Chapter 2 Teachers and Teaching Themes of the...

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Chapter 2 Teachers and Teaching Themes of the chapter Thoughtful learning can be fostered by high-quality teaching Teachers’ knowledge of the subject matter they are teaching and their beliefs about themselves, their students, and the processes of learning and teaching have important influences on classroom practices and problems
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Guiding Questions Why are teachers’ beliefs important? How do teachers’ knowledge of subject matter understanding and general knowledge of teaching translate into ways to teach specific material to students? How do expert teachers differ from novice teachers? What are some general teacher-centered approaches to teaching?
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Guiding Questions (cont’d) What kinds of teaching tactics can teachers use? How can teachers use homework effectively? How can teachers use cultural institutions and libraries to enhance student growth? How can teachers plan to meet the needs of students who have special needs? How can teachers develop the expertise necessary for working in culturally diverse settings?
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What Is Teaching? Expertise in the subject matter being taught Belief in one’s ability to teach and students’ abilities to learn Sensitivity to the needs of different kinds of learners Planning and organizational skills Interpersonal and leadership skills A great deal of hard work
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Teaching The interpersonal effort to help learners acquire knowledge, develop skill, and realize their potential
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An Integrated Model of Child/Teacher/Curriculum
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Sources of Teacher Beliefs Personal experience – activities, events, and understandings of every day life Experience with schooling and instruction experiences teachers had when they were students Experience with formal knowledge knowledge from academic subjects and pedagogical knowledge in teacher education programs
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Example of Teacher Beliefs Preservice teachers believing in student autonomy First year teachers becoming more controlling Custodial – a term that refers to an approach to classroom management that views the teacher’s role as primarily maintaining an orderly classroom
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Content, Pedagogical, and Pedagogical Content Knowledge Content knowledge – knowledge about the subject matter being taught (i.e. science, math, etc.) Pedagogical knowledge – knowledge about how to teach (i.e. development, peer learning, etc.) Pedagogical content knowledge – knowledge about how to make subject matter understandable to students (i.e. how to set up groups, etc.)
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View classroom as collection of individuals Plan more globally and for longer periods Have a more complex view of instructional options Run a more smoothly operating classroom Evaluate students more often and in ways closely related to content of instruction Attribute failure to problems with planning, organization, or execution
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chapter_2 - Chapter 2 Teachers and Teaching Themes of the...

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