Abstract
Current educational reform efforts in the United States are setting forth ambitious goals for schools, teachers, and students (e.g., National Council of Teachers of Mathematics, 1989; National Education Goals Panel, 1991; National Research Council, 1993). Schools and teachers are to help students develop rich understandings of important content, think critically, construct and solve problems, synthesize information, invent, create, express themselves proficiently, and leave school prepared to be responsible citizens and lifelong learners. Reformers hold forth visions of teaching and learning in which teachers and student engage in rich discourse about important ideas and participate in problem solving activities grounded in meaningful contexts (e.g., American Association for the Advancement of Science, 1989; National Council of Teachers of Mathematics, 1989, 1991). These visions of teaching and learning depart significantly from much of the educational practice that currently typifies American classrooms — practice that is based on views of teaching as presenting and explaining content and learning as the rehearsal and retention of presented information and skills.
For their thoughtful comments on this chapter, we thank Tom Good, Ivor Goodson, Linda Anderson, Bill Mcdiamid, Irene Rahm, and Nancy Songer. We take, of course, full rsponsibilty for the ideas expressed.
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Putnam, R.T., Borko, H. (1997). Teacher Learning: Implications of New Views of Cognition. In: Biddle, B.J., Good, T.L., Goodson, I.F. (eds) International Handbook of Teachers and Teaching. Springer International Handbooks of Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4942-6_30
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