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New Assumptions For Teacher Education
Author(s) -
Combs Arthur W.
Publication year - 1989
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1989.tb01971.x
Subject(s) - humanism , perception , field (mathematics) , mathematics education , teacher education , pedagogy , psychology , humanistic education , humanistic psychology , political science , mathematics , neuroscience , pure mathematics , law
Traditional assumptions for teacher education are only partly accurate; hence, they provide us with inadequate bases for program design. New assumptions drawn from perceptual‐humanistic thinking suggest that teacher education must be seen as a problem in personal becoming. This, in turn, calls for important changes in philosophy, goals, priorities, student‐faculty relationships and instructional styles. Special implications for teaching methods and field experience are explored.