Cindy wrote,
> When teachers have such little say in what they "learn" or how they are
> "trained," is it any surprise that an inquiry orientation is seldom fou=
nd
> in classrooms either? If learning is to truly take place for teacher o=
r
> students, I think it must begin with their questions, problems, interes=
ts,
> and concerns, and that those in institutional positions of power (e.g.,
> administrators or teachers) would find systematic ways to help learners
> meet their own needs.
I teach the course titled "Instructional Strategies and Reflective
Practices" for future teachers. I more than agree with your point. Can =
you
identify some good questions that I should ask my students at the beginni=
ng
of the semester, from your point of view, please? Below are questions tha=
t I
have planned to ask so far:
=B7 How does the course relate to your interests (e.g., personal,
professional, political, etc.)?
=B7 What were your best and worst experiences as a student in school (ple=
ase,
give examples)?
=B7 What do you expect to be your chief satisfactions and rewards in your
future work as a teacher?
=B7 What do you, as a becoming teacher, expect to face major concerns,
dilemmas, and difficulties in your future teaching?
=B7 Please, list two or three most important (from your point of view) va=
lues
that you would like to teach the children with whom you will work?
=B7 How (and where) do you yourself professionally in ten years from now?
Thanks,
Eugene
---------------------
Eugene Matusov
Department of Educational Studies
University of Delaware
Newark, DE 19716
Office phone: (302) 831-1266
Fax: (302) 831-4445
email: ematusov who-is-at udel.edu
web: http://www.ematusov.com