In the Developmental Teacher Education (DTE) program at the University of California at Berkeley, Piagetian developmental theory and research is used as core knowledge for preparing elementary school teachers. Developmental-constructivist principles of knowledge acquisition are particularly well-suited for this purpose because they have implications for what and how children are taught, how progress toward expertise in teaching is conceptualized, and how teachers are educated. The authors describe the 2-year, postgraduate program, whose features include small cohorts of students, course work organized to address key topics repeatedly and hierarchically, multiple student teaching placements in diverse settings, and a master’s project on a teaching-learning issue. They also comment on teaching practices of program graduates and the development of their understanding of children, learning, and teaching during and after graduation from the program.
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