Intent, Action and Feedback: A Preparation for Teaching

an exciting, systematic, exploration of the teaching process, most infrequently by the instructor’s example. How can we create, in education courses, an active, problem-solving process, a true sense of inquiry, and a systematic search for principles through experimentation ? At least one factor favors change and that is the lack of solid evidence that anything we are now teaching is clearly associated with any index of effective teaching, with the possible exception of practice teaching. A great many factors resist curriculum change in teacher education. Perhaps the most important is that genuine curriculum innovation, to be distinguished from tinkering with content and sequence, would require that existing faculty members, old and new alike, think differently about their subject