Journal of Teacher Education

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Hiebert, J.
Right arrow Articles by Jansen, A.
Right arrow Search for Related Content
Social Bookmarking
 Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Teacher Education, Vol. 58, No. 1, 47-61 (2007)
DOI: 10.1177/0022487106295726
© 2007 American Association of Colleges for Teacher Education

Preparing Teachers to Learn from Teaching

James Hiebert

University of Delaware, hiebert{at}udel.edu

Anne K. Morris

University of Delaware

Dawn Berk

University of Delaware

Amanda Jansen

University of Delaware

The authors propose a framework for teacher preparation programs that aims to help prospective teachers learn how to teach from studying teaching. The framework is motivated by their interest in defining a set of competencies that provide a deliberate, systematic path to becoming an effective teacher over time. The framework is composed of four skills, rooted in the daily activity of teaching, that when deployed deliberately and systematically, constitute a process of creating and testing hypotheses about cause-effect relationships between teaching and learning during classroom lessons. In spite of the challenges of acquiring these skills, the authors argue that the framework outlines a more realistic and more promising set of beginning teacher competencies than those of traditional programs designed to produce graduates with expert teaching strategies.

Key Words: analyzing teaching • learning to teach • teacher preparation


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?