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A Conception of TeachingAn Agenda

A Conception of Teaching: An Agenda Chapter 1 After everything else has been done and provided – the money raised; the schools erected; the curricula developed; the administrators, supervisors, and teachers trained; the parents and other citizens consulted – we come to teaching, where all of it makes contact with students, and the teacher influences students’ knowledge, understanding, appreciations, and attitudes in what we hope will be desirable ways. Teaching is well-nigh the point of the whole educational enterprise and establish- ment aimed at producing student learning. Teaching is also important in terms of a kind of ethical imperative. Nations require that their young people have frequent contact, for long periods, with adults called teachers. When such a relationship is legally imposed on young people, it seems only fair that society should do whatever it can to make that relationship a beneficial one. The literature of the beha vioral and social sciences is full of conceptions and research on learning and memory. Teaching is comparatively a stepchild, neglected by those who have built a formidable body of conceptions of learning and memory. The uses of learning conceptions for teaching constitute a tool-kit that has been left to rust. It is as if the theo- retical http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Conception of TeachingAn Agenda

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Publisher
Springer US
Copyright
© Springer-Verlag US 2009
ISBN
978-0-387-09445-8
Pages
1 –10
DOI
10.1007/978-0-387-09446-5_1
Publisher site
See Chapter on Publisher Site

Abstract

Chapter 1 After everything else has been done and provided – the money raised; the schools erected; the curricula developed; the administrators, supervisors, and teachers trained; the parents and other citizens consulted – we come to teaching, where all of it makes contact with students, and the teacher influences students’ knowledge, understanding, appreciations, and attitudes in what we hope will be desirable ways. Teaching is well-nigh the point of the whole educational enterprise and establish- ment aimed at producing student learning. Teaching is also important in terms of a kind of ethical imperative. Nations require that their young people have frequent contact, for long periods, with adults called teachers. When such a relationship is legally imposed on young people, it seems only fair that society should do whatever it can to make that relationship a beneficial one. The literature of the beha vioral and social sciences is full of conceptions and research on learning and memory. Teaching is comparatively a stepchild, neglected by those who have built a formidable body of conceptions of learning and memory. The uses of learning conceptions for teaching constitute a tool-kit that has been left to rust. It is as if the theo- retical

Published: Oct 28, 2008

Keywords: Student Achievement; Classroom Management; Cognitive Capability; Secondary School Teacher; Connotative Meaning

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