New Assumptions For Teacher Education
Bibliographic Data
| ID | 8935720 |
|---|---|
| Authors | Arthur W Combs (Community Counseling Services, corresponding author) |
| Year | 1989 |
| Volume | 22 |
| Issue | 2 |
| Pages | 129-134 |
| Publication date | 1989-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1989.tb01971.x |
| OpenAlex | W1982109965 |
| Language | EN |
| Citations received | 4 |
Traditional assumptions for teacher education are only partly accurate; hence, they provide us with inadequate bases for program design. New assumptions drawn from perceptual‐humanistic thinking suggest that teacher education must be seen as a problem in personal becoming. This, in turn, calls for important changes in philosophy, goals, priorities, student‐faculty relationships and instructional styles. Special implications for teaching methods and field experience are explored
Field (mathematics · Humanism · Humanistic education · Humanistic psychology · Mathematics education · Pedagogy · Perception · Political science · Teacher education · Education and Critical Thinking Development · Mathematics · Psychology
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,11 |
| Citation span | 1991 - 2025 (35) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |