Gary D Fenstermacher
Biographic Data
| ID | 1606492 |
|---|---|
| NAME | Gary D Fenstermacher |
| GIVEN NAMES | Gary D |
| FAMILY NAME | Fenstermacher |
| SIGNATURE | FENSTERMACHER G D |
| AFFILIATIONS | University of Arizona |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 137 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 4 |
Deriving a Pedagogy of Educational Foundations
This sixth and last paper in the series describes four elements believed to be crucial to a high quality pedagogy for educational foundations. These four elements are derived from a close reading of the previous papers. The work of Osguthorpe, Sanger, Haniford, and Mucher, four of the authors in this series, is cited as both a source for these elements and as illustrative of how the elements work in practice
Teaching Educational Foundations
This article serves as an overview to a series of articles on the teaching of educational foundations in programs preparing teachers for elementary and secondary schools. The series consists of six articles, four of them written by collegiate faculty members who at one time apprenticed with this writer, plus this article and a brief concluding piece. This first article describes the context of the apprenticeship, the central conceptions guiding t…
On Making Determinations of Quality in Teaching
This article examines the notion of quality teaching, exploring its conceptual, empirical and normative properties. We begin by analyzing the concept of teaching, separating it into its task sense (what teachers try to do) and its achievement sense (the student learning that teachers foster). The analysis suggests that any determination of quality in teaching must account for both the worthiness of the activity (good teaching) as well as the real…
A Commentary on Research that Serves Teacher Education
What kind of research best serves teacher education? The question seems sensible enough, one we ought to be able to answer without too much gnashing of teeth. Unfortunately, this presumptive straightforwardness of task is not within our grasp, for there are numerous impediments to progress. Among these are finding a widely shared conception of what counts as research, agreeing on criteria that adequately distinguish one kind of research from anot…
Reconsidering the Teacher Education Reform Debate
In the November 2001 issue of Educational Researcher, Marilyn Cochran-Smith and Mary Kim Fries provided a penetrating analysis of the discourse that comprises the debate between those who advocate highly professionalized teacher preparation and those who seek simpler and more abundant routes to teacher training and certification. This commentary extends the Cochran-Smith and Fries analysis in several directions, inquiring into the democratic and …
On narrative
Les arguments pratiques dans la transformation morale de l’enseignement d’une discipline
Les arguments pratiques dans la transformation morale de l’enseignement d’une discipline. Un article de la revue Revue des sciences de l’éducation (La rétroaction vidéo en recherche et en formation) diffusée par la plateforme Érudit
Chapter 1
On the Virtues of van Manen's Argument
There is much to applaud in the provocative article by Max van Manen. Indeed it would be difficult for anyone to object to fostering mensenkennis, nurturing the pedagogical relation, developing virtue, and encouraging teachers to express themselves through narrative. Even the most technocratic, bureaucratic, plutocratic American policymaker is likely to assent to these noble aspirations. The problem is not with the goals themselves, but with thei…
On the Virtues of van Manen's Argument
L'explicitation et la reconstruction des arguments pratiques dans l'enseignement
Les auteurs examinent s’il y a moyen d’élargir la capacité de l’enseignante ou de l’enseignant à faire un usage réfléchi de la recherche et de l’enseignement, en se fondant sur une conception normative de ce qu’une éducation significative et humaine peut être. L’argument pratique (cette notion remonte à Aristote) est décrit ici en termes de stratégie de formation auprès des enseignants, pour les aider à articuler et à reconstruire leurs convict…
The Knower and the Known
This chapter is a review of conceptions of knowledge as they appear in selected bodies of research on teaching.Writing as a philosopher of education, my interest is in how notions of knowledge are used and analyzed in a number of research programs that study teachers and their teaching.Of particular interest is the growing research literature on the knowledge that teachers generate as a result of their experience as teachers, in contrast to the k…
Controlling Quality and Creating Community
The place of alternative certification in the education of teachers
The title of this article sets an ambitious task, for it is no simple matter to locate and examine alternative certification within the more general and inclusive framework of teacher preparation. The concept of alternative certification suffers two liabilities at the moment. Its meaning is obscure, and its forms of implementation are many. Thus the first task is to clarify the meaning of alternative certification. In this article, this task is h…
On understanding the connections between classroom research and teacher change
1987). On understanding the connections between classroom research and teacher change. Theory Into Practice: Vol. 26, Understanding Instruction, pp. 3-7
The Preservice Improvement Project in Retrospect
PA Comments
Anthropologists currently seeking employment either within academia or outside it are keenly aware of a tough "job market" and of the competition for positions. Anthropologists have been less attentive to the complementary aspect of that transaction, how they themselves look to their prospective employers, particularly at institutions that employ few anthropologists or have never before advertised for personnel with anthropological training
The Nature of Science and Its Uses for Education
Anyone familiar with American philosophy after the days of Dewey knows that it abandoned the grand manner. The ablest American philosophers continued to be interested in the nature and scope of science; but their motivation ceased to be as obviously religious, political, legal, or educational as it had been for their predecessors. They did not invest the problem of knowledge with the significance it had for Dewey, who felt-as Locke and Mill and J…
Learning About Teaching from Teachers
Educational accountability
1979). Educational accountability : Features of the concept. Theory Into Practice: Vol. 18, Education: A Vision NOT A Viewpoint (Accountability), pp. 330-335
Explanation and human action
The Knower and the Known
This chapter is a review of conceptions of knowledge as they appear in selected bodies of research on teaching.Writing as a philosopher of education, my interest is in how notions of knowledge are used and analyzed in a number of research programs that study teachers and their teaching.Of particular interest is the growing research literature on the knowledge that teachers generate as a result of their experience as teachers, in contrast to the k…
L'explicitation et la reconstruction des arguments pratiques dans l'enseignement
Les auteurs examinent s’il y a moyen d’élargir la capacité de l’enseignante ou de l’enseignant à faire un usage réfléchi de la recherche et de l’enseignement, en se fondant sur une conception normative de ce qu’une éducation significative et humaine peut être. L’argument pratique (cette notion remonte à Aristote) est décrit ici en termes de stratégie de formation auprès des enseignants, pour les aider à articuler et à reconstruire leurs convict…
Les arguments pratiques dans la transformation morale de l’enseignement d’une discipline
Les arguments pratiques dans la transformation morale de l’enseignement d’une discipline. Un article de la revue Revue des sciences de l’éducation (La rétroaction vidéo en recherche et en formation) diffusée par la plateforme Érudit
On narrative
Reconsidering the Teacher Education Reform Debate
In the November 2001 issue of Educational Researcher, Marilyn Cochran-Smith and Mary Kim Fries provided a penetrating analysis of the discourse that comprises the debate between those who advocate highly professionalized teacher preparation and those who seek simpler and more abundant routes to teacher training and certification. This commentary extends the Cochran-Smith and Fries analysis in several directions, inquiring into the democratic and …
Educational accountability
1979). Educational accountability : Features of the concept. Theory Into Practice: Vol. 18, Education: A Vision NOT A Viewpoint (Accountability), pp. 330-335
On the Virtues of van Manen's Argument
There is much to applaud in the provocative article by Max van Manen. Indeed it would be difficult for anyone to object to fostering mensenkennis, nurturing the pedagogical relation, developing virtue, and encouraging teachers to express themselves through narrative. Even the most technocratic, bureaucratic, plutocratic American policymaker is likely to assent to these noble aspirations. The problem is not with the goals themselves, but with thei…
On the Virtues of van Manen's Argument
The place of alternative certification in the education of teachers
The title of this article sets an ambitious task, for it is no simple matter to locate and examine alternative certification within the more general and inclusive framework of teacher preparation. The concept of alternative certification suffers two liabilities at the moment. Its meaning is obscure, and its forms of implementation are many. Thus the first task is to clarify the meaning of alternative certification. In this article, this task is h…
On understanding the connections between classroom research and teacher change
1987). On understanding the connections between classroom research and teacher change. Theory Into Practice: Vol. 26, Understanding Instruction, pp. 3-7
The Preservice Improvement Project in Retrospect
The Nature of Science and Its Uses for Education
Anyone familiar with American philosophy after the days of Dewey knows that it abandoned the grand manner. The ablest American philosophers continued to be interested in the nature and scope of science; but their motivation ceased to be as obviously religious, political, legal, or educational as it had been for their predecessors. They did not invest the problem of knowledge with the significance it had for Dewey, who felt-as Locke and Mill and J…
Explanation and human action
Educational accountability
1979). Educational accountability : Features of the concept. Theory Into Practice: Vol. 18, Education: A Vision NOT A Viewpoint (Accountability), pp. 330-335
The Nature of Science and Its Uses for Education
Anyone familiar with American philosophy after the days of Dewey knows that it abandoned the grand manner. The ablest American philosophers continued to be interested in the nature and scope of science; but their motivation ceased to be as obviously religious, political, legal, or educational as it had been for their predecessors. They did not invest the problem of knowledge with the significance it had for Dewey, who felt-as Locke and Mill and J…
Learning About Teaching from Teachers
PA Comments
Anthropologists currently seeking employment either within academia or outside it are keenly aware of a tough "job market" and of the competition for positions. Anthropologists have been less attentive to the complementary aspect of that transaction, how they themselves look to their prospective employers, particularly at institutions that employ few anthropologists or have never before advertised for personnel with anthropological training
The Preservice Improvement Project in Retrospect
On understanding the connections between classroom research and teacher change
1987). On understanding the connections between classroom research and teacher change. Theory Into Practice: Vol. 26, Understanding Instruction, pp. 3-7
The place of alternative certification in the education of teachers
The title of this article sets an ambitious task, for it is no simple matter to locate and examine alternative certification within the more general and inclusive framework of teacher preparation. The concept of alternative certification suffers two liabilities at the moment. Its meaning is obscure, and its forms of implementation are many. Thus the first task is to clarify the meaning of alternative certification. In this article, this task is h…
Chapter 1
On the Virtues of van Manen's Argument
There is much to applaud in the provocative article by Max van Manen. Indeed it would be difficult for anyone to object to fostering mensenkennis, nurturing the pedagogical relation, developing virtue, and encouraging teachers to express themselves through narrative. Even the most technocratic, bureaucratic, plutocratic American policymaker is likely to assent to these noble aspirations. The problem is not with the goals themselves, but with thei…
On the Virtues of van Manen's Argument
L'explicitation et la reconstruction des arguments pratiques dans l'enseignement
Les auteurs examinent s’il y a moyen d’élargir la capacité de l’enseignante ou de l’enseignant à faire un usage réfléchi de la recherche et de l’enseignement, en se fondant sur une conception normative de ce qu’une éducation significative et humaine peut être. L’argument pratique (cette notion remonte à Aristote) est décrit ici en termes de stratégie de formation auprès des enseignants, pour les aider à articuler et à reconstruire leurs convict…
The Knower and the Known
This chapter is a review of conceptions of knowledge as they appear in selected bodies of research on teaching.Writing as a philosopher of education, my interest is in how notions of knowledge are used and analyzed in a number of research programs that study teachers and their teaching.Of particular interest is the growing research literature on the knowledge that teachers generate as a result of their experience as teachers, in contrast to the k…
Controlling Quality and Creating Community
Les arguments pratiques dans la transformation morale de l’enseignement d’une discipline
Les arguments pratiques dans la transformation morale de l’enseignement d’une discipline. Un article de la revue Revue des sciences de l’éducation (La rétroaction vidéo en recherche et en formation) diffusée par la plateforme Érudit
On narrative
A Commentary on Research that Serves Teacher Education
What kind of research best serves teacher education? The question seems sensible enough, one we ought to be able to answer without too much gnashing of teeth. Unfortunately, this presumptive straightforwardness of task is not within our grasp, for there are numerous impediments to progress. Among these are finding a widely shared conception of what counts as research, agreeing on criteria that adequately distinguish one kind of research from anot…
Reconsidering the Teacher Education Reform Debate
In the November 2001 issue of Educational Researcher, Marilyn Cochran-Smith and Mary Kim Fries provided a penetrating analysis of the discourse that comprises the debate between those who advocate highly professionalized teacher preparation and those who seek simpler and more abundant routes to teacher training and certification. This commentary extends the Cochran-Smith and Fries analysis in several directions, inquiring into the democratic and …
On Making Determinations of Quality in Teaching
This article examines the notion of quality teaching, exploring its conceptual, empirical and normative properties. We begin by analyzing the concept of teaching, separating it into its task sense (what teachers try to do) and its achievement sense (the student learning that teachers foster). The analysis suggests that any determination of quality in teaching must account for both the worthiness of the activity (good teaching) as well as the real…
Deriving a Pedagogy of Educational Foundations
This sixth and last paper in the series describes four elements believed to be crucial to a high quality pedagogy for educational foundations. These four elements are derived from a close reading of the previous papers. The work of Osguthorpe, Sanger, Haniford, and Mucher, four of the authors in this series, is cited as both a source for these elements and as illustrative of how the elements work in practice
Teaching Educational Foundations
This article serves as an overview to a series of articles on the teaching of educational foundations in programs preparing teachers for elementary and secondary schools. The series consists of six articles, four of them written by collegiate faculty members who at one time apprenticed with this writer, plus this article and a brief concluding piece. This first article describes the context of the apprenticeship, the central conceptions guiding t…
Sociology (18 works) · Pedagogy (13 works) · Psychology (13 works) · Mathematics education (11 works) · Teacher Education and Leadership Studies (10 works) · Epistemology (7 works) · Philosophy (7 works) · Philosophy (7 works) · Political science (7 works) · Educator Training and Historical Pedagogy (6 works)