The Psychologizing of Teacher Education: Formalist Thinking and Preservice Teachers' Beliefs.

Pajares, Frank; Bengston, John K.

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Peer reviewed

ERIC Number: EJ514187

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0161-956X

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The Psychologizing of Teacher Education: Formalist Thinking and Preservice Teachers' Beliefs.

Pajares, Frank; Bengston, John K.

Peabody Journal of Education, v70 n3 p83-98 Spr 1995

Study evaluates the assumption that when preservice teachers' subject matter knowledge is enhanced by formal psychological understanding of learners, superior instruction results. Analyzing preservice language arts teachers' responses to a student's request for feedback about his poem found that formalist thinking predominated over instructional feedback intended to increase literary skills. (SM)

Descriptors: Higher Education, Intermediate Grades, Junior High School Students, Junior High Schools, Knowledge Level, Language Arts, Literacy Education, Poetry, Preservice Teacher Education, Psychological Characteristics, Student Teacher Attitudes, Teacher Student Relationship

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A