derekcx
Bangladesh (2) Leadership Starting
We don't see things as they are, we see things as we are. (Cicero, Philosopher)
Teacher education is often criticised for appearing to reinforce approaches to practice that (inadvertently) support a 'transmission' or 'banking' model (Friere, 1970)--a model that has further reinforced traditional notions of learning to teach by apprenticeship, replication and staged socialisation into the profession. Teaching is seen as telling, and listening is seen as learning (Berry & Loughran, 2002; Russell, 1999).
From Roundtable Reflections: (Re) Defining the Role of the Teacher Educator and the Preservice Teacher as 'Co-Learners' Journal article by Robyn Brandenburg; Australian Journal of Education, Vol. 48, 2004
Bangladesh (2) Leadership Starting
We don't see things as they are, we see things as we are. (Cicero, Philosopher)
Teacher education is often criticised for appearing to reinforce approaches to practice that (inadvertently) support a 'transmission' or 'banking' model (Friere, 1970)--a model that has further reinforced traditional notions of learning to teach by apprenticeship, replication and staged socialisation into the profession. Teaching is seen as telling, and listening is seen as learning (Berry & Loughran, 2002; Russell, 1999).
From Roundtable Reflections: (Re) Defining the Role of the Teacher Educator and the Preservice Teacher as 'Co-Learners' Journal article by Robyn Brandenburg; Australian Journal of Education, Vol. 48, 2004