Knowledge and Vision in Teaching
Knowledge and Vision in Teaching
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教学中的知识和愿景
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
M. Kennedy
中科院分区：
文献类型：
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作者：
M. Kennedy
作者通过指出教师必须同时解决的各种问题和关切，挑战了知识在教学中的作用。教师们使用两种策略来管理他们的多维空间：他们养成综合的习惯和经验法则来处理出现的情况，他们通过想象他们像戏剧一样展开来计划他们的课程。目前还完全不清楚知识在哪里或如何增强教师的愿景，但非常清楚的是，愿景依赖于强烈的目标感、方向感和动力。大多数教师教育工作者都试图培养学生的远见，但是他们对远见的兴趣产生了两个问题。首先，这会使他们与大学里希望看到他们传播知识的同学发生冲突。其次，他们所信奉的特定愿景过于狭隘的进步；它忽略了教师在实践中试图兼顾的许多问题，也忽略了许多社会对教育的理想。
The author challenges the role of knowledge in teaching by pointing out the variety of issues and concerns teachers must simultaneously address. Teachers use two strategies to manage their multidimensional space: They develop integrated habits and rules of thumb for handling situations as they arise, and they plan their lessons by envisioning them unfolding as a drama might. It is entirely unclear where or how knowledge enhances teachers’ visions, but it is very clear that visions depend on a strong sense of purpose, direction, and momentum. Most teacher educators try to foster visions in their students, but their interest in vision creates two problems. First, it places them in conflict with their university brethren who expect to see them promulgating knowledge. Second, the particular vision they embrace is too narrowly progressive; it ignores many concerns that teachers try to juggle in their practice and many societal ideals for education as well.