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Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6 |
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Expert
teachers are able to do the following:
By Patricia S. Cunningham
http://music.utsa.edu/tdml/conf-II/II-Cunningham.html
Teacher knowledge is messy, complex, and difficult to learn. Teacher
knowledge requires flexibility of application, potential for juxtaposition
of seemingly disparate knowledge, and the ability to analyze critically
and decide a course of purposeful action. Thinking like an expert
teacher demands a new way of thinking. Linear, close-ended, over
generalized thinking is not appropriate for the domain of teaching.
1. Avoid oversimplification and over-regularization.
Expert teachers recognize the importance of contextualization and synthesis
and the danger of reductive biases. While it may be initially attractive,
the best teachers do not look for conformity or prescriptions for teaching
or learning.
2. Present multiple representations. Any variation on
the theme of being able to teach one thing one hundred different ways
is connected to this aspect of CFT. Even more so, multiple representations
speak to the expert teacher's ability to view the same situation from
several perspectives, to analyze each, to design probable scenarios and
outcomes, and make informed decisions.
3. Present the centrality of cases. Expert teachers can
integrate foci of real-time situations because they are apparent to them.
4. Situate conceptualization. Expert teachers unite conceptual
knowledge and knowledge-in-use. There is synergy between theory and practice.
5. Have flexible schema assemble. Expert teachers are
able to move from a rigid or fixed schema to a more flexible schema. They
do not expect to have all of the answers, but feel confident in developing
new and useful schema as needed.
6. Noncompartmentalize concepts and cases. Expert teachers
are able to make multiple interconnections.
7. Engage in active participation and provide tutorial guidance.
Expert teachers are active participants in the environment. They function
as facilitators for the learner's knowledge acquisition.
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