Teaching Effectiveness Revisited Through the Lens of Practice Theories

Vieluf, Svenja; Klieme, Eckhard

doi:10.1007/978-3-031-25613-4_3

Cited by 10 publications

(1 citation statement)

References 89 publications

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“…This dynamic exchange between students-to-students and studentsto-teachers and vice versa influences what a learner takes from teaching and, consequently, changes what is learned (Bevilacqua et al, 2019). Recent research shows how individuals co-construct learning experiences (Vieluf and Klieme, 2023), which elevates the role of "others" in individual learning to the extent of deserving the label "radical" (Von Glasersfeld, 1995Glasersfeld, , 2013. Radical constructivism suggests that an individual's ability to learn is changed by context.…”

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Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Tokuhama-Espinosa

Borja

2023

Front. Educ.

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Recent advances in pedagogical research have called attention to the dynamic nature of the teaching and learning process in which the actors mutually influence one another. The understanding of how this works in the brain—the specialized neural networks related to this process—is often limited to neuroscientists but are slowly becoming available to other learning scientists, including teachers. A transdisciplinary approach combining the best information about observable teaching-learning processes from education with newer information from the neurosciences may aid in resolving fundamental questions in the learning process. Teachers’ professional formation and development is often structured in segmented topical ways (e.g., pedagogy, evaluation, planning, classroom management, social–emotional learning), to identify important content knowledge (e.g., art, reading, mathematics, STEM), or to appreciate life skills (e.g., collaboration, critical thinking, social–emotional learning). While important, knowledge about the brain, the organ responsible for learning, is typically absent from teacher education. This paper reexamines the evidence from neuroconstructivism and the hierarchy of learning trajectories and combines it with evidence from psychology and the ways humans interact during the teaching-learning process to suggest radical neuroconstructivism as a framework within which to organize teachers’ professional development. The radical neuroconstructivism framework may contribute to making the content knowledge of teachers’ continual professional development more visible.

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Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Tokuhama-Espinosa

Borja

2023

Front. Educ.

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Theorizing Teaching: Synthesizing Expert Opinion to Identify the Next Steps

Charalambous

Praetorius

2023

Theorizing Teaching

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This chapter is a synthesis of the views on theorizing teaching put forward in Chaps. 2, 3, 4, 5, 6, 7, 8 and 9 and those that emerged from the Delphi study in Chap. 10. In considering these views, we discuss a number of questions: Do theories of teaching exist? If they do, how are they defined, what purpose do they serve, and what attributes do they have? How should theories be generated, and is it possible to develop a comprehensive theory of teaching? What role does content specificity and context sensitivity have in the generation of such theories? What role can teachers play in this process and how can theories of teaching inform practice? The chapter considers how and why the contributors’ views on these questions agreed or differed, and identifies pathways to resolving differences. The exercise demonstrates the importance of providing the research community with opportunities for focused and systematic discussion. As the capstone of this book, the chapter also proposes ways in which the field of theorizing teaching can be moved forward.

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Creating Practical Theories of Teaching

Hiebert

Stigler

2023

Theorizing Teaching

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In this chapter we propose a way to create theories of teaching that are useful for teachers as well as researchers. Key to our proposal is a new model of teaching that treats sustained learning opportunities (SLOs) as a mediating construct that lies between teaching, on the one hand, and learning, on the other. SLOs become the proximal goal of classroom teaching. Rather than making instructional decisions based on desired learning outcomes, teachers could focus on the kinds of SLOs students need. Because learning research has established reliable links between specific types of learning opportunities and specific learning outcomes, theories of teaching no longer must connect teaching directly with learning. Instead, theories of teaching can become theories of creating SLOs linked to the outcomes teachers want their students to achieve. After presenting our rationale for moving from theories of teaching to theories of creating SLOs, we describe the benefits of such theories for researchers and teachers, explain the work needed to build such theories, and describe the conditions under which this work could be conducted. We conclude by peering into the future and acknowledging the challenges researchers would face as they develop these theories.

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Teaching Effectiveness Revisited Through the Lens of Practice Theories

Cited by 10 publications

References 89 publications

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Theorizing Teaching: Synthesizing Expert Opinion to Identify the Next Steps

Creating Practical Theories of Teaching

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