The Making of a Professor [microform] / Russell Edgerton.
There is a need for reform of the structures and processes by which graduate students turn into professors, and reform of the way academic work is defined and rewarded. A respect for the science and art of teaching as an intellectual field should be fostered in college faculty. Pedagogy is undervalu...
Saved in:
| Online Access: |
Request ERIC Document |
|---|---|
| Main Author: | |
| Format: | Microfilm Book |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
|
| Subjects: |
| Summary: | There is a need for reform of the structures and processes by which graduate students turn into professors, and reform of the way academic work is defined and rewarded. A respect for the science and art of teaching as an intellectual field should be fostered in college faculty. Pedagogy is undervalued because most scholarship in pedagogy has focused on the study of teaching and learning in general, across all subjects. To appreciate the rich complexities of teaching, teachers must go beyond general methods and look closely at particular pedagogies useful to promote understanding of particular subjects. Pedagogy should be more rooted than it has been, with faculty within departments being considered sources of expertise and with development of a new infrastructure designed to nurture and reinforce professional discourse about teaching. A project called The Teaching Initiative is being launched with the goals of: developing prototypes of case materials and case-based instructional methods for use in programs preparing faculty for teaching roles; cosponsoring a conference on teacher assistant training; and developing new criteria and standards for faculty performance in areas such as creative scholarly work, teaching, and profession-based service. (JDD) |
|---|---|
| Item Description: | ERIC Note: Paper presented at the National Conference of the American Association for Higher Education (San Francisco, CA, April 1-4, 1990). ERIC Document Number: ED319295. |
| Physical Description: | 12 p. |
| Audience: | Practitioners. |