Monday, January 29, 2007
Curriculum Theorists & Ed. Pysch Folks on Teacher Ed
I have come to realize that curriculum specialists view the problems of teacher education from a completely different lens as educational psychologists. Although they both of agree on several points, each views the process of teaching teachers from different standpoints.
The curriculum theorist approaches the issue of teacher education from a standpoint of philosophy. They ask the question "What is the value of teacher education?" As a perequisite of this question, curriculum theorists grapple with the purpose for schooling and the role and substance of the subject matter. The curriculum theorist might argue for social justice and curriculum relevance. The curriculum theorist will champion the teacher as the great curriculum decision-maker. Regardless of which curriculum theory the curriculum person takes, they all rise from a philosophical position depicting the value/purpose/essence of schooling and teaching, whether that be for social reproduction, cultural training, or social justice.
Whereas the theorist draws heavily on philosophical positioning, the educational psychologist begins with the most basic premise of schooling--that the student learns something. Educational pyschologists ask, "What is the function of teacher education?" As a perequisite, they ask what are the structures underlining the process of learning and teaching. The educational psychologist, in many cases, begins first with identifying a structural framework for learning. The educational psychologist might argue that students learn best when they are encouraged to construct their own understanding of the material; hence, teacher education ought to prepare teachers who create constructivist lessons or environments. The educational psychologist pointing to research may assert a set of prescriptives: The teacher ought to do this, do that... Educational psychologists may apply these concepts to adults and suggest that future teachers, like students, learn best when they create their own understanding of teaching.
When designing teacher education, the curriculum theorist will begin first with defining what is of value in teacher education, what aims (curricular and societal) should the teacher education program strive for? For instance, the teacher education might strive to promote social justice among teachers. The aims are almost always board and lofty, idealistic and hopeful. Something to strive toward, but maybe never obtain. (Yet, there is value in the striving!)
When designing teacher education, the educational psychologist will begin first with defining the stucture and process of learning. The educational program functions to prepare the teacher to work within that structure. The educational psychologist always start first with the student. How does the student learn best? What qualities or features does the teacher need to possess in order to bring about learning? What type of learning environment does the teacher need to create to bring about learning? How can teacher education instill these qualities and promote the creation of these environments?
A curriculum theorist will study the teacher education program for its substance, its internal coherence, its aims and goals. The educational psychologist might study the teacher education program for its adherence to learning principles, how it instills teacher qualities, and how its teachers perform as a result of a type of instructional technique.
Each perspective offers unique insights into our understanding of teacher education. Perhaps with the infusing of anthropology in both curriculum and learning theories, greater connections might be drawn between these two disciplines.
The curriculum theorist approaches the issue of teacher education from a standpoint of philosophy. They ask the question "What is the value of teacher education?" As a perequisite of this question, curriculum theorists grapple with the purpose for schooling and the role and substance of the subject matter. The curriculum theorist might argue for social justice and curriculum relevance. The curriculum theorist will champion the teacher as the great curriculum decision-maker. Regardless of which curriculum theory the curriculum person takes, they all rise from a philosophical position depicting the value/purpose/essence of schooling and teaching, whether that be for social reproduction, cultural training, or social justice.
Whereas the theorist draws heavily on philosophical positioning, the educational psychologist begins with the most basic premise of schooling--that the student learns something. Educational pyschologists ask, "What is the function of teacher education?" As a perequisite, they ask what are the structures underlining the process of learning and teaching. The educational psychologist, in many cases, begins first with identifying a structural framework for learning. The educational psychologist might argue that students learn best when they are encouraged to construct their own understanding of the material; hence, teacher education ought to prepare teachers who create constructivist lessons or environments. The educational psychologist pointing to research may assert a set of prescriptives: The teacher ought to do this, do that... Educational psychologists may apply these concepts to adults and suggest that future teachers, like students, learn best when they create their own understanding of teaching.
When designing teacher education, the curriculum theorist will begin first with defining what is of value in teacher education, what aims (curricular and societal) should the teacher education program strive for? For instance, the teacher education might strive to promote social justice among teachers. The aims are almost always board and lofty, idealistic and hopeful. Something to strive toward, but maybe never obtain. (Yet, there is value in the striving!)
When designing teacher education, the educational psychologist will begin first with defining the stucture and process of learning. The educational program functions to prepare the teacher to work within that structure. The educational psychologist always start first with the student. How does the student learn best? What qualities or features does the teacher need to possess in order to bring about learning? What type of learning environment does the teacher need to create to bring about learning? How can teacher education instill these qualities and promote the creation of these environments?
A curriculum theorist will study the teacher education program for its substance, its internal coherence, its aims and goals. The educational psychologist might study the teacher education program for its adherence to learning principles, how it instills teacher qualities, and how its teachers perform as a result of a type of instructional technique.
Each perspective offers unique insights into our understanding of teacher education. Perhaps with the infusing of anthropology in both curriculum and learning theories, greater connections might be drawn between these two disciplines.
# posted by A.J. Castro @ 9:12 PM 
