Abstract
Argues that research on teaching generally has not collected and structured data that can adequately represent or test psychological relationships in teaching. Little emphasis has been placed on studying how teachers gather and process data that guide teaching practice. Rarely have studies characterized or described teaching treatments or students in terms of what is known about human learning. Also, research generally ignores the fact that students influence the teacher's actions in the classroom. This paper identifies and discusses the value gained by incorporating these perspectives into a new reconceptualization of research on teaching. (44 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
| Original language | English (US) |
|---|---|
| Pages (from-to) | 668-678 |
| Number of pages | 11 |
| Journal | Journal of Educational Psychology |
| Volume | 69 |
| Issue number | 6 |
| DOIs | |
| State | Published - Dec 1977 |
| Externally published | Yes |
Keywords
- dissemination &
- processing &
- student learning processes &
- teacher information gathering &
- teacher-student interaction, reconceptualization of research on teaching
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology