Conceptualizing training methods in teacher education |
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| Affiliation: | 1. School of Pharmacy, University of California, San Francisco, San Francisco, California;2. College of Pharmacy - Glendale, Midwestern University, Glendale, Arizona;3. Harrison School of Pharmacy, Auburn University, Auburn, Alabama;4. School of Pharmacy, University of Wisconsin-Madison, Madison, Wisconsin;5. College of Pharmacy, Purdue University, Indianapolis, Indiana;1. Arizona State University, Tempe, AZ, United States;2. Institute of Cognitive Science, University of Colorado Boulder, Boulder, CO, United States;3. Graduate School of Education, Stanford University, Stanford, CA, United States;4. WestEd, Riverside, CA, United States |
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| Abstract: | This chapter discusses the nature and function of teacher training. Attention is given to the role of knowledge and performance in the training of skills, especially with regard to the problems of design and effects of training methods.Some general areas of concern regarding application and validity of training programmes in classroom settings are reviewed and the different levels of impact of training are related to the design of training.This chapter finally reviews the current knowledge available on effective components that may constitute a training programme. |
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