Teachers' Cognitive Activities and Overt Behaviors.
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| Title: | Teachers' Cognitive Activities and Overt Behaviors. |
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| Language: | English |
| Authors: | Brophy, Jere E., Michigan State Univ., East Lansing. Inst. for Research on Teaching. |
| Peer Reviewed: | N |
| Page Count: | 63 |
| Publication Date: | 1980 |
| Sponsoring Agency: | National Inst. of Education (ED), Washington, DC. |
| Document Type: | Information Analyses Reports - Evaluative |
| Descriptors: | Curriculum Development, Decision Making, Educational Diagnosis, Educational Research, Elementary Secondary Education, Student Teacher Relationship, Teacher Attitudes, Teacher Behavior, Teacher Characteristics, Teacher Effectiveness, Teaching Methods |
| Abstract: | Recent research on teacher planning, thinking, and decision making is reviewed. The work on planning reveals that teachers typically do not use the objectives-based, rational models stressed in textbooks, but instead concentrate on the activities included in a curriculum as they seem to relate to the needs and interests of the students. This indicates the need for training teachers to plan more effectively, and suggests the formation of alternative models of the planning process which might be more appropriate than the rational model. Research on teachers' perceptions, thoughts, and decisions during the teaching process is just beginning, but it suggests exciting possibilities. Work done to date suggests that: most teacher perceptions about students are accurate; most teacher decisions about students are logical and based on appropriate information sources; and teachers' behaviors when interacting with students may be monitored and controlled more consciously than previous work would suggest. (Author/FG) |
| Entry Date: | 1981 |
| Accession Number: | ED200561 |
| Database: | ERIC |
| Abstract: | Recent research on teacher planning, thinking, and decision making is reviewed. The work on planning reveals that teachers typically do not use the objectives-based, rational models stressed in textbooks, but instead concentrate on the activities included in a curriculum as they seem to relate to the needs and interests of the students. This indicates the need for training teachers to plan more effectively, and suggests the formation of alternative models of the planning process which might be more appropriate than the rational model. Research on teachers' perceptions, thoughts, and decisions during the teaching process is just beginning, but it suggests exciting possibilities. Work done to date suggests that: most teacher perceptions about students are accurate; most teacher decisions about students are logical and based on appropriate information sources; and teachers' behaviors when interacting with students may be monitored and controlled more consciously than previous work would suggest. (Author/FG) |
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