42.2 An Evolving Theoretical Framework to Guide
Studies
The diversity of views concerning the knowledge needed for teaching was related to
the multitude of idiosyncratic views on teacher education and the general lack of an
empirically validated teacher educationprogram theory, that is, a more general
theory postulating the links between teacher education, teaching quality, and pupil
learning. Most of what was known about the effects of teacher education had been
advanced by research on teaching framed within the process-product paradigm in
areas studying pupil learning.^6 However, after Thomas Kuhn’sThe Structure of
Scientific Revolutions( 1962 ), these views began to change. In addition, under the
increasing influence in education of the premises of social constructivismfirst
initiated by Piaget ( 1967 ) and energetically brought into the 1990s by Von
Glasersfeld ( 1995 )^7 among others, accepted ideas about knowledge, teaching and
learning, and knowledge for teaching began to be questioned.
PROGRAM CONTEXT
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Is this a traditional program? Or a is the program the result of reform policies?How did the program come about?
What are the social, political, economic and cultural contexts of the program?
PROGRAM INPUTS NATURE OF THE PROGRAM LEARNING OPPORTUNITIES
Who goes into the program? Four major categories: Determined by the type and frequency
o Determined by the entry requirements such as: o Pre-service vs In-service with which teaching strategies are used:
o Qualifications o Distance vs Conventional o Conceptual vs method based
o Marital status o Seminars vs lectures
o Years of experience, and the o Team vs individual work
o Specific characteristics of the targeted population: o Supervised teaching practice
o Age, gender o Team teaching
o Ethnic group, Religion Determined by the type of curriculum in use:
o Traditional vs Innovative
o Research vs Non-research basedo Community vs Non-community oriented
Determined by the resources available:
OUTCOMES PROGRAM EMPHASIS
What is the program’s intended product? A teacher who is able to efficiently use: How well a program works depends on the
o Subject matter and teaching skills knowledge required to conduct an effective class, teaching emphasis it places on:
oriented towards: conceptual understanding and a pupil centered curriculum. o Its theory of teaching
o Theoretical principles to understand social ethical issues in teaching. o It's teaching pedagogy
o Theoretical principles to understand how children learn, how curriculum can be guided, o Deep understandings of subject matter
and how pupil’s cognition may influence teaching. o Examples of good teaching practice
o Classroom instructional environment to positively impact pupil achievement. o Co-curricular activities
o School’s available resources to improve his own practice and that of others. o Internships
o Improved or updated knowledge, skills, and attitudes to instill on pupils skills for the modern worldand for cultural preservation. o Examinationso Costs
o Improved status as evidenced by more marketable credentials, possibility for promotion, and salary increases.
EXPECTATIONS FROM GRADUATES AFTER THEY FINISH THEIR TRAINING
Graduates are expected to have the knowledge, skills and attitudes to successfully teach for conceptual understanding and reasoning, to organize effective
learning situations, to monitor pupil progress, to incorporate pupil’s learning in the classroom, help pupils find a balance between the modern world and
cultural preservation, improve pupil’s achievement level, to participate in community activities, to develop good relationships with parents and school
personnel, and to participate in professional development activities.
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SOCIAL AND SCHOOL CONTEXTSFig. 42.1 Conceptual foundations underlying the actions of teacher education approaches in Sri
Lanka (SourceTatto 1991 )
(^6) See Garrison and Macmillan ( 1984 ) for a critique of this approach.
(^7) See a critique of Van Glasersfield’s radical constructivism in Slezak ( 2000 ). For the origins of
constructivist thought see also Vygotsky ( 1986 ) and Montessori ( 1961 ).
624 M.T. Tatto