How do we think? Teachers in education colleges reflect on the thinking in their respective disciplines: science and literature

Greensfeld, Hava; Elkad‐Lehman, Ilana

doi:10.1080/1354060042000243024

Cited by 4 publications

(3 citation statements)

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“…In order to develop a propensity for intertextual thinking, an atmosphere of legitimizing associative thinking must be created. A study conducted among literature teachers in teacher training colleges in Israel revealed that most of them do not see connectiveness as a very important literary skill (Greensfeld & Elkad-Lehman, 2004). Improving intertextual aptitude is contingent upon changing this attitude.…”

Section: Legitimizing Associative Thinkingmentioning

confidence: 99%

Spinning a Tale: Intertextuality and Intertextual Aptitude

Elkad‐Lehman

2005

L1-Educ Stud Lang Lit

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Literature teaching aims at providing the tools for meaningful reading. This relies on active reading which, in turn, is based on background knowledge of language, culture, and literature and on thinking habits and dispositions. Intertextuality expands the scope of text interpretation beyond the reader, carrying it to the meeting place of texts. The term intertextuality disrupts notions of meaning. Using in-depth, synoptic reading of ' 'Sigi & Threads'' (Zarch, 1995), this study presents intertext in children's literature. The complex challenge of developing intertextual aptitudes in learners has conceptual, curricular, and methodological perspectives. In addition to constructing knowledge of literature and culture, the instructional processes should include repeated modeling of thinking in the act of intertextual reading, accompanied by coaching in metacognitive processes. Furthermore, instruction should foster thinking development, the use of broad lateral thinking, associative thinking, focusing, and critical thinking. The challenge is to arrive at a state of mindfulness, using intertextual aptitudes frequently and spontaneously until such use becomes a habit of mind.

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Section: Legitimizing Associative Thinkingmentioning

confidence: 99%

Spinning a Tale: Intertextuality and Intertextual Aptitude

Elkad‐Lehman

2005

L1-Educ Stud Lang Lit

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“…There is no single answer. The question also addresses a further issue -whether the discipline affects ways of thinking or thinking skills, or whether they are discipline dependent (Greensfeld & Elkad-Lehman, 2004;Perkins & Salomon, 1989). Despite the successes of teaching thinking on its own, without subject-matter context such as in applying De Bono's approach in the CORT method (De Bono, 1973), the main shortcoming of teaching thinking is the transfer of new knowledge to additional areas (Perkins, 1992;Perkins & Swartz, 1992).…”

Section: Developing Thinkingmentioning

confidence: 99%

Coming closer to literature: Learning and instruction in a constructivist spirit.

Elkad‐Lehman¹,

Gilat²

2010

L1 Educational Studies in Language and Literature

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Abstract. The Israeli educational system is a centralist one -the Ministry of Education sets goals and objectives, establishes detailed curricula, and maintains a supervisory mechanism. One of the objectives set for teachers, beginning in 2007, was a transition to meaningful learning and teaching, using "thinking development teaching". To attain this objective, the supervisory body for the teaching of literature runs in-service programs for teachers, aimed at introducing the teachers to approaches to thinking development in the teaching of literature. Teaching that emphasizes the fostering of cognitive skills requires a change in the perception of the roles of teacher and student as well as a change in teaching and learning strategies, in learning environments and in methods of evaluation. The process of teaching and learning that fosters cognitive skills is based on constructivist principles of education This article presents a study conducted among 79 teachers of literature in junior high schools and high schools in Israel, who participated in in-service programs for teachers, in 2007-2008. The study was carried out using a mixed method, combining quantitative and qualitative methods. The findings present a picture of teachers' attitudes toward the goals of teaching literature and of the school teaching environment in general and of that of teaching/learning in literature classes. It also demonstrates that teachers hold constructivist attitudes toward teaching while exercising conservative teaching behavior.

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“…The same issues arise from the fact that the students viewed all the teachers similarly, and that teachers described their own behaviours in the same terms, despite the divergence of outcomes and classroom actions. Again, many others have commented on the difference between teachers' beliefs and behaviours (Greensfeld and Elkad-Lehman, 2004;, noting the challenge of accurately articulating practice and of enacting beliefs and principles . There may also be some lack of self-awareness: novices, be they students or teachers, may lack the competence to evaluate their own behaviours .…”

Section: Methodsmentioning

confidence: 99%

Remediation theory and practice : transforming at-risk medical students

Winston¹

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How do we think? Teachers in education colleges reflect on the thinking in their respective disciplines: science and literature

Cited by 4 publications

References 4 publications

Spinning a Tale: Intertextuality and Intertextual Aptitude

Spinning a Tale: Intertextuality and Intertextual Aptitude

Coming closer to literature: Learning and instruction in a constructivist spirit.

Remediation theory and practice : transforming at-risk medical students

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