Goldwin J. Emerson — University of Western Ontario
Mots-clés :
teacher education, practicum, student teaching, teaching competence, teacher preparationRésumé
Le but de cet article est de continuer la réflexion commencée par G. D. Taylor et P. J. Miller dans leur article: “Professional Course Work and The Practicum: Do Good Students Make Good Teachers?” (RCE, 10(2), 105–120) sur la théorie et la pratique de la formation des enseignants. Alors que la recherche de Taylor et Miller éclaircit certains aspects de la pratique de l'enseignement, il en reste encore plusieurs à étudier. L'article considère dix questions que l'on examine en vue des opinions courantes touchant à l'aspect pratique de la formation des professeurs.
Références
Combs, A. W. (1979). The myth of right methods. Pp. 190–198 in A. W. Combs, Myths in education. Boston: Allyn and Bacon.
Covert, J. R. (1984, June). An examination of some of the effects of the length of practicum on teacher education. Paper presented at the meetings of the Canadian Society for the Study of Education, University of Guelph.
Dewey, John (1944). Democracy and education. Toronto: Collier-Macmillan.
Emerson, G. J., Elford, G., & Scaldwell, W. (1983). Who succeeds in practice teaching? Teacher Education, 22 (April).
Hamachek, D. E. What research tells us about the characteristics of “good” and “bad” teachers. In Human dynamics in psychology and education. Boston: Allyn and Bacon.
Sanders, J. T., & McPeck, J. E. Theory into practice or vice versa? Comments on an educational antinomy. Journal of Educational Thought, 10(3), 188–193.
Scaldwell, W., Emerson, G., & Frame, J. (1984). Practice teaching: A matter of success or survival. Teacher Education, 25 (October), 81–93.
Taylor, G. D., & Miller, P. J. Professional course work and the practicum: Do good students make good teachers? Canadian Journal of Education/Revue Canadienne de l’éducation, 10(2); 105–120.
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Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons.
