Research on Teaching, Teaching, and Teacher Training

Publisher Website
Google Scholar
Abstract
Research on teaching, conducted over many years largely from within the process-product paradigm, has contributed few generalizations either to guide teachers directly, or indirectly through its influence on the content of teacher education programs. Alternative paradigms which recognize as basic the complexity and ambiguity inherent in classroom environments, and the fact that students are active agents in their own learning, appear to show more promise for the future and are likely to be more meaningful and relevant to practising teachers. Research involving practising teachers, teacher-trainees, and educational researchers working together on projects carefully articulated with professional courses is proposed as offering more promise for the future than a continuation of the search for generalizations from research on teaching conducted within the process-product paradigm.

This publication has 11 references indexed in Scilit: