By Gary D. Fenstermacher
This article has been thoroughly revised to bolster the connections among theories of educating and the perform of training. offering wealthy descriptions of philosophical and old conceptions of educating, this version keeps utilizing the structure of the 3 ways and case learn dilemmas.
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Extra info for Approaches To Teaching (Thinking About Education Series)
The executive approach to teaching seems to work because it fits so well the modern circumstances of teaching (review the vignette of Jim Barnes on page 1 for an example of this fit). If the circumstances were changed, the executive approach might be far less powerful. The power of this approach stems from its connection to the structure of modern-day schooling: to classrooms with fifteen to thirty-five students; to strong systems of accountability that make regular use of standardized tests; to a complex organizational structure consisting of differentiated ability groups, grade levels, and types of schools; to teachers who are variously licensed to work with some children but not others and with some subjects but not others.
Normative Considerations Humanistic psychologists incorporated into their psychology something that most academics and psychologists seek to get rid of. ” The closest everyday word for this more technical term might be values, but there are so many different meanings connected to the word values that we will be on much less contested ground if we stay with the word normativity. Normative considerations have to do with what should or ought to be the case, rather than with what is believed to be the case (descriptive considerations).
But consider this: Suppose we took teaching out of the typical school classroom and placed it in a tutorial setting. Suppose there are only two or three students to one teacher. And suppose, further, that these few students know why they are studying with this teacher and willingly choose to be part of an educational relationship. Do you think the executive approach to teaching would be of much value in this setting? It would seem that the skills of time management, making provision for opportunity to learn, carefully aligning instruments of assessment with the actual curriculum, and other aspects of the executive approach are not nearly so salient in this new setting.
Approaches To Teaching (Thinking About Education Series) by Gary D. Fenstermacher