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• W322787546 abstract "An analysis_of the rationale,_concepts_and procedures for designing and implementing a model of decision-making for teachers engaged in research is presented..The decision-making model is_conceptualized as the intersection of four sets of data sources derived from the performance_of preactive/planning tasks, interactive/implementation tasks, and reflective/effectiveness evaluation tasks. The performance of_ preactive/planning tasks produce data regarding the characteristics of the learning environment the teacher-researcher intends to create in order to produce a. selected learning outcome in the form of covert or overt_behaviors exhibited by pupils. The performance of the interactive/implementation tasks produce data regarding the characteristics of the actual learning environment which was created and the actual pupil responses or behaviors which were exhibited. The performance of the reflective/effectiveness evaluation tasks produce data regarding the relationships between the intended and actual learni g environment and learning_outcomes. The model components are used tc construct a strategy for identifying the potential value of each of the data_sets (constructed by the teacher-researcher) for evaluating planning effectiveness, implementation effectiveness, model effectiveness, and adaptation effectiveness. A taxonomy of pedagogical objectives is presented as a potential product of the teaching effectiveness inquiries (developmental research) conducted by teacher-researchers and a means of constructing and organizing a knowledge base for the teaching profession. (Author) ********************** * ***************** ** ********** Reproductions supplied by EDRS are the best that can be made from the original document. ********* ***** A odel of Decision-Making for Teachers Engaged in Developmental Research William D. Impey Kennesaw College Association of Teacher Educators 67th Annual National Conference Houston, Texas :February 16, 1987 -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).U.S. DEpARTAtENTCW EDUCATION Dirice of Educational geseaich mei Irepel.ereeot EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 True dOcument has been reproduced aS received from Ihe Oerwri Or orgerhzeoon Originating it 0 Minor changes have men made to improve reeroclooDoh oaaley Pointe Of view or ownione Meted in tn.% dOCumerit do nos rioCO.T.Swity feDreSent Ijct OENI position or oCiltCy In order to provide effective support for the personal and professional development of teachers, Robert McNergney (1980) suggests that teacher educators begin to organize their research and practice in a way that reflects a greater concern for differences between teachers in terms of their individual needs and abilities and the types of tasks they face. McNergney offers a scheme for conceptualizing teacher development as an interactive relationship between four variables: 1) the tasks (T) that teachers must accomplish to fulfill their roles, 21 the behaviors or observable indicators of teachers' abilities to perform those tasks, 3) the environment (E) to which the teacher is exposed and 4) the personal (P) aptitudes, traits and needs of the teacher.Taking the perspectiv&of the 4eacher educator, the variables were rearranged to read P: T: E. = B. This can be translated to_mean_that different teachers or Persons (P), undertaking various tasks en, must be supported in different ways (E), in order to demonstrate particular behaviors (B) (1980, p. 235). The implication of WS concept for the design of curriculum and instruction in teacher education is that the learning environments to vfnich teachers are exposed must be fundamentally adaptive in structure and function if they are to be developmental In their effect. The system by which the content, objectives, and instructional strategies are selected, invented, and sequenced for the training program must be capable of generating learning environments that exhibit a level diversity and complexity equivalent to that which characteres the environments in which the tasks of teaching are perform In order to construct an effective educational environment for preservice teachers, the design of the curriculum and the types of instructional strategies employed must also be congruent with the objetives to be achieved. The objectives around which environments for teachers may be organized take their form from and are controlled by the way in which the tasks of teaching are conceptualized. Among teacher educators, he peceived need to identify and establish a list of essential pedagogical knowledge and skill competencies, upon which programs for teacher education could be built, and through which the long-sought goal of professionalized tg.eaching 'could 'aebieved, has led to the production and implementation of_ wide variety of models for curriculum design. In an analysis of the trends in the design models employed between 1961 arid -1980, Elizabeth Nelli (1981) notes that the search for generic competencies has had the effect of generating great diversity in the production of models for -designing teacher education curricula. The domains of competencies in the lists of essential knowledge and skills that emerge from the generic models often overlap, even though they have been derived from different perspectives or concepetual frameworks (such as the performance responsibilities or functions of teaching, teacher characteristics or behaviors, the demands of society expressed through student and parent needs, the professional roles demanded of teachers, and the application of partii liar theories of learning and systems of instructional development). Nelli argues further that: However necessary they are far conceptualizing total programs, generic approaches are insufficient for effective program redesign. Classroom teaching does ev.31ve from generic principles, but these are inextricably linked to very specific applications. Separating generic from specific is an artificial device, useful for conceptualizing but not explicit enough for implementing programs. (Nelli, 1981, p. 41) She presents an analysis of models for curriculum design developed by Gage (1979) and Smith (1980) that exemplify ans by which both the generic and specific domains of competencies can be accomodated. With these models, she argues, the power of the generic model as a comprehensive plan for program design can be retained while the need for a means to translate design into practice can be met" @default.
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• W322787546 date "1987-02-16" @default.
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• W322787546 title "A Model of Decision-Making for Teachers Engaged in Developmental Research." @default.
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