The Prospective Teacher as Observer

Abstract

NEITHER an onlooker nor a spectator is, properly speaking, an observer. For observing involves careful consideration of a certain fact or event; it implies close and directed attention.Anyone who, uninitiated, has viewed a surgical operation, looked through a microscope, or watched a ball game knows that looking becomes observing only when a framework defines what is to be looked at and a focus directs the viewer's attention in certain ways to selected aspects of the event.The spectator's need for precise guidance increases if the event being watched involves such complicating factors as a number of persons, continuous movement, or any kind of constant change. As the chances for confusion are multiplied, so is the novice's need for ways of ordering the experience. He must be &dquo;told what to watch for.&dquo; He must be made aware of what the &dquo;classic situations&dquo; are, what moves may be expected, and what &dquo;rules&dquo; guide the performance. He must be shown where to concentrate his attention so that the sequences of cause, act, and effect that constitute the particular event he is viewing will become clear and meaningful to him. He will &dquo;see&dquo; the performance only by knowing what to look at and how to look at it.If the novice anticipates becoming more than just an intelligent observer, if he intends to engage in the occupation-to be a surgeon, a biologist, or a ballplayer-then what he observes and the way he observes it should be altered accordingly. Participation in a field entails performance, and the prospective participant needs to observe whatever activities he will have to be able to perform when he enters his chosen field of work.These activities can be specified by ascertaining, for example, what skills would be expected of him, what competence in these skills consists of, what obstacles he might encounter, what constitutes achieving goals in the particular occupation. Answers to inquiries such as these would indicate the exact types of performances it would be most useful and pertinent for a future participant to look at.Dr. Murphy, who was formerly a secondary-school English teacher and assistant professor, Master of Arts in Teaching Program, Wesleyan University, Middletown, Connecticut, is now doing independent research on the teaching of literature in Cambridge, Massachusetts.

The Preparation of Special Education Personnel

“…Additional References: Anglin and Carroll (1964); Bidna and Hahn (1959); Blatt (1963;1964a, b); Brown and Sheldon (1965); Grinder (1964); Kuenzli (1959); Murphy (1962); Spicker (1962).…”