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A Conception of TeachingA Conception of the Process of Teaching

A Conception of Teaching: A Conception of the Process of Teaching Chapter 4 How teaching happens, what the teacher and students say and do, what students experience as they see and hear the teacher and their classmates in the classroom – all these and more add up to the process of teaching. “Teaching” encompasses what teachers do in helping their students learn and perform the tasks – listening, thinking, speaking, reading, writing, solving problems, answering questions, inves- tigating, and so on – as prescribed, recommended, or suggested by the teacher. The process of teaching should be integrated with the content of teaching. The facts, ideas, knowledge, understandings, concepts, principles, activities, theories, proce- dures, and the like, help students understand the curriculum. Since antiquity , Plato and other philosophers have devised, demonstrated, and advocated various processes of teaching. Broudy (1963) developed the historical narrative on processes of teaching into the nineteenth century. One example of eighteenth century writing on the process of teaching is Rousseau’s Émile , which exemplified a “romantic” view of good teaching – one that gave students well-nigh complete freedom to explore on their own. Wallen and Travers (1963) wrote about Rousseau and his predecessor, Froebel, as follows: Like Rousseau …. [Froebel was influenced by the concept that http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Conception of TeachingA Conception of the Process of Teaching

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Publisher
Springer US
Copyright
© Springer-Verlag US 2009
ISBN
978-0-387-09445-8
Pages
61 –83
DOI
10.1007/978-0-387-09446-5_4
Publisher site
See Chapter on Publisher Site

Abstract

Chapter 4 How teaching happens, what the teacher and students say and do, what students experience as they see and hear the teacher and their classmates in the classroom – all these and more add up to the process of teaching. “Teaching” encompasses what teachers do in helping their students learn and perform the tasks – listening, thinking, speaking, reading, writing, solving problems, answering questions, inves- tigating, and so on – as prescribed, recommended, or suggested by the teacher. The process of teaching should be integrated with the content of teaching. The facts, ideas, knowledge, understandings, concepts, principles, activities, theories, proce- dures, and the like, help students understand the curriculum. Since antiquity , Plato and other philosophers have devised, demonstrated, and advocated various processes of teaching. Broudy (1963) developed the historical narrative on processes of teaching into the nineteenth century. One example of eighteenth century writing on the process of teaching is Rousseau’s Émile , which exemplified a “romantic” view of good teaching – one that gave students well-nigh complete freedom to explore on their own. Wallen and Travers (1963) wrote about Rousseau and his predecessor, Froebel, as follows: Like Rousseau …. [Froebel was influenced by the concept that

Published: Oct 28, 2008

Keywords: Teacher Education Program; Direct Instruction; Inductive Logic; Progressive Education; Open Education

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