| Popis: |
The intent of this work is to propose a Vygotskian theoretical perspective for the development of higher psychological processes in teachers. Five tenets of the Soviet theory are linked to goals in teacher education. A teacher education program based on such a theory of teacher self-regulation aimed at higher order thinking and affective states may hold promise for preparing teachers who are consciously aware and monitor their own teacher introspection, who use this awareness to exercise proactive control over teaching situations, who base this self-monitoring and metacognition on the (1) quality of their teacher preparation, (2) unique internalization of this knowledge and skills via reconstruction, and (3) specific teacher student interactions. A teacher education model based on this theoretical basis is outlined and contains six components. Benefits of the model have included improved lesson planning, classroom performance, creative problem-solving abilities, more internal locus of control orientations, and less anxiety. |
