A Critical Examination of Teacher Education from the Perspective of Curriculum
Keywords:
teacher education, curriculum theoryAbstract
This paper examines teacher education from varying perspectives educators have of curriculum. Although there exists considerable discussion of teaching practices, it is contended that greater historical and philosophical examination of the beliefs, interests, and intentions that guide practices can foster improvements in teacher education. A traditionalist, conceptual-empiricist, and reconceptualist view of curriculum provides a framework for examining teacher intentions, conceptions of theory, and models of teaching that underlie teacher education programs. Implications of the criticism are the need for greater dialogue concerning the beliefs and academic interests of teacher education, examination of the notion of practice in teacher education, and rethinking the role of teacher decision-making in preservice and inservice programs.
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