The experience of learning to teach: A study of a traditional and an alternative teacher certification route in relation to John Dewey's theory of experience and education.

摘要

This study investigated the perceptions of three alternative and three traditional route participants of their experiences prior to receiving teacher certification. It further investigated whether their experiences proved to be educative, mis-educative, or a combination of the two. Observations, interviews, and lesson plans were analyzed according to four critical John Dewey concepts: (1) democratic society, (2) progressive and authentic education, (3) reflection, and (4) freedom and guided discovery. No matter which route a teacher takes to certification, the research showed that novice teachers need to learn from experienced, successful teachers. Cooperating and mentor teachers prove to be essential in creating constructive experiences for future teachers. In addition, college coursework should include authentic classroom experiences for future teachers. Regardless of the route taken, alternative or traditional, the key findings show that the more educative real-life teaching experiences a novice teacher has, the more powerful the novice teacher will become. Dewey (1938) says, "The belief that all genuine education comes through experience does not mean that all experiences are genuinely or equally educative" (p. 25).;Keywords: John Dewey, alternative route, traditional route, mentor/cooperating teacher.