Teacher Preparation

Course Eight
Educational Psychology
Educational Program, Research, And

Policy
Towards Initial Teacher Preparation
Introduction
Studies of teaching (e.g., Jackson, 1990; Lampert, 1985;
McDonald, 1992) point out the uncertainty, complexity,
and immediacy that characterize the practice of teaching.

Over the last 25 years, scholarly efforts to elevate the
standing of teaching to a profession have identified both a
knowledge base that teachers must understand in order
to teach children well.
However, a contrasting camp has persistently sought to
deregulate initial teacher preparation, arguing that the
knowledge for teaching is comprised primarily of deep
subject-matter knowledge and selected teaching
techniques.
Problematic
Current context of public education poses many
challenges for teachers to ensure that Learners have
deep, flexible knowledge and skills to succeed in an
information based society.
Teaching shortages in critical areas: Poverty that some
children inherit; increasing ethnic and linguistic
diversity that presses us to revisit our understanding
and enactment of democratic principles; and increasing
calls for accountability in the form of standardized test
scores.
What for…
How best to prepare teacher candidates to teach in
this demanding context is a vexing question.
It must be answered in a factious policy environment

that is deeply divided in its responses to the
challenges of designing and carrying out initial
teacher preparation
(e.g., Feistritzer, 1999; Finn, Kanstoroom, & Petrilli,
1999).
Learning to Teach…What collective story do they
tell?
Scholarship examined the nature and development of
teacher thinking and teacher knowledge. The depth
of these suggests that formal inquiry into learning
to teach is indeed a subdiscipline within the field of
educational psychology (Borko & Putnam, 1996;
Calderhead, 1996; Feiman-Nemser & Remillard,
1996; Murray, 1996b; Putnam & Borko, 1997, 2000).
Studies in the area of teacher learning and pedagogy
in teacher preparation was guided by the following
questions:
How has research conducted within a framework
illuminating our understanding of both what new
teachers should know and how they learn?
How has research within a cognitive framework
shaped and informed key dilemmas of ITP (e.g.,
teaching in ways that are responsive to diverse
students, teaching for understanding, issues of
transferring knowledge from one setting to another)?
What does this literature on teacher learning have to
say about best practices in ITP?
Conceptual Frameworks to Study Learning to Teach
Behaviorist Perspective
The teacher’s effective management of

learning, process-product classroom-
based studies tests.
Cognitive Constructivist
Perspectives
In response to a growing sense of inadequacy
regarding the findings and methods of process-
product research (Calderhead, 1996), during the
mid-1970s scholars shifted attention to teachers’
cognitions or mental lives.
Social Constructivist
and Situative Perspectives
Research on how an individual teacher’s
knowledge and beliefs both develop and shape
practice, researchers discovered, or
rediscovered, the importance of context in
cognition.
What have we done to develop professionally
Doing action research

Writing articles
Giving workshop for coleagues
Collaborating
Learning another language
Observing and recording ourselves
Interviews
Student assessment
Self assessment
Where am i as a teacher?
Disaster …………………………..Triumph
Stability…………………………...flux
Mastery…………………………….apprenticeshi
p
Confidence………………………..nervousness
Passion……………………………..boredom
The answer lies elsewhere…it lies in the
person who gently closes the classroom door
and performs the teaching act … the person
who puts into place the end effects of so many
policies , who interprets these policies , and
who is alone with students during their
15000 hours of schooling…
JOHN HATTIE
Thank you for your passion and wish you
learnt from our journey… if not knowledge,
may be values… if not information, may be
principles of education
.
.
.
IF SO
.
.
THIS IS TRUE EDUCATIONAL PSYCHOLOGY
YOUR TUTOR BOUAFIA

Teacher Preparation

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Course Eight

Educational Program, Research, And

Studies of teaching (e.g., Jackson, 1990; Lampert, 1985;

McDonald, 1992) point out the uncertainty, complexity,

and immediacy that characterize the practice of teaching.

deregulate initial teacher preparation, arguing that the

knowledge for teaching is comprised primarily of deep

subject-matter knowledge and selected teaching

It must be answered in a factious policy environment

The teacher’s effective management of

Doing action research

YOUR TUTOR BOUAFIA

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