Teachers and learning groups: Dissolution of the atlas complex

Finkel, Donald; Monk, Gerald

doi:10.1002/tl.37219831411

Cited by 33 publications

(14 citation statements)

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“…Many stop feeling that they have to do all the work--that they have to carry the whole educational process on their own shoulders--and they turn more of the work over to their students. Finkel & Monk (1983) refer to this as the "dissolution of the Atlas complex".…”

Section: Stage 4: Student As Activementioning

confidence: 98%

How professors develop as teachers

Kugel

1993

Studies in Higher Education

157

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Like the learning abilities of their students, the teaching abilities of college professors seem to develop in stages. In this paper I want to offer an account of how this development sometimes, and perhaps often, proceeds. Typically, when they begin their teaching careers, professors focus their concern primarily on their own role in the classroom (stage I: self). When they have mastered this role, at least to their own satisfaction, the focus of their concern shifts, first to their understanding of the subject matter they teach (stage 2: subject) and then to their students" ability to absorb what they have been taught (stage 3: student). With this last shift comes a more general shift of focus from teaching to learning, that begins, in stage 3, with a focus on helping their students become more absorbent (stage 3: student as receptive). Concern then typically shifts to helping students learn to use what they have been taught (stage 4: student as active) and then to helping them to learn on their own (stage 5: student as independent). My account of this development is based on the informal observation of a few cases and it suggests a framework for thinking about the development of professors as teachers. With further work, it might lead to theories that will describe what does happen and predict what will happen.

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Section: Stage 4: Student As Activementioning

confidence: 98%

How professors develop as teachers

Kugel

1993

Studies in Higher Education

157

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“…The approach to the subject matter is one of guided discovery in which thought-provoking topics are introduced as questions for investigation by the students.' ' Finkel and Monk [6] point out that the professor's expert knowledge, his most provocative questions, and his insight about how students comprehend the subject are reflected in the worksheets that he creates for the group work. It is also through the worksheets that he or she has relative control on the educational process.…”

Section: Introductionmentioning

confidence: 97%

Integration of Guided Discovery in the Teaching of Real Analysis

Dumitraşcu¹

2009

PRIMUS

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“…At the very least, his use of cooperative learning and interactive lecturing did not create a learning environment in which he was solely responsible for the success of the entire teaching and learning enterprise [14].…”

Section: Mixed Messages Of Attributionmentioning

confidence: 99%

Management, Motivation and Student-Centered Instruction Ii: Applications

DeLong¹,

Winter²,

Yackel³

2003

PRIMUS

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We apply a research-based analytical framework (MALA, for motivation, activity, learning and attribution) to better understand two student-centered college mathematics classes. We demonstrate ways in which the framework can be used to systematically identify problems with classroom management, to generate meaningful suggestions for improvement of teaching, and to identify specific and effective classroom management practices.

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Teachers and learning groups: Dissolution of the atlas complex

Abstract: The several functions that comprise teaching can be differentiated and shared in various ways with students to enhance learning.

Cited by 33 publications

References 1 publication

How professors develop as teachers

How professors develop as teachers

Integration of Guided Discovery in the Teaching of Real Analysis

Management, Motivation and Student-Centered Instruction Ii: Applications

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