By Edger Stones
First released in 2004. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Additional resources for Supervision in Teacher Education: A Counselling and Pedagogical A
Should one consult specific schedules such as those set out in McCulloch’s report the outcome will be similar. The picture one gets is of vagueness and heterogeneity that is of little help in orienting supervisors to their task. Deriving objectives I believe this vagueness and heterogeneity arises because there has never been any sustained systematic attempt to delineate the aims and objectives of practical teaching or the supervision of student teachers. Items related to assessment have accreted over the years and schedules have been cannibalized to make ‘new’ versions: compare the nineteenth-century schedule referred to in chapter one and contemporary instruments.
Teacher demonstrates and asks the pupils to do likewise. This approach is of doubtful efficacy and is more likely to impede learning than enhance it. Very often teachers will demonstrate the formation of letters and the action of the hand on the chalkboard. Writing on the chalkboard is a very different skill from writing on paper, as the student teachers are themselves discovering. Further, what is often being demonstrated is not the skill itself, but the finished product of the exercise of the skill.
However, despite the fairly extensive literature on the place of educational psychology in teacher education, a reasonable summary of the current situation would suggest that the precepts are honoured more than the practice. Theories of learning coexist with practical teaching but run on parallel lines in most teacher training institutions. Learning theories are held to be important for practical teaching, but connections are rarely explicated in specific teaching situations and frequently comprise descriptive accounts of the work of the psychologists currently in fashion.
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