Thinkers and Doers: The Impact of Different Approaches to Teaching
Thinkers and doers: the impact of different approaches to teaching.
Sue Bredekamp (1999) classified teachers under four broad headings, those that are 'conscously competent', consciously incompetent', unconsciously competent' and unconsciously incompetent'. This paper will explore several of the influencing factors that result in teachers becoming the type of teachers they are. What determines whether a teacher will be mediocre or exemplary? Characteristics of sound pedagogy will be highlighted using casestudy examples. Practices will be examined to identify the underlying principles of 'consciously competent' teaching. The role of the reflective practitioner will be discussed as a mechanism for moving teachers from 'intuitive doers' to 'reflective thinkers'.
Anne Wilks (Australia)
Senior lecturer RMIT
Faculty of Education, language and Community Services
(30 min. Conference Paper, English)