Changing Perspectives on Teaching‐learning Processes in the Post‐Plowden Era

Publisher Website
Google Scholar
Abstract
Progress occurs in a field when existing theories are found wanting and alternatives developed to replace them. On this basis research on teaching‐learning processes in classroom settings has progressed considerably over the last two decades. During this period three theoretical perspectives have informed the research effort, each of which varies in its assumptions about the nature of teaching and learning, methods and data. These perspectives are characterised by studies which have focussed on teaching styles, opportunity to learn and classroom tasks. The theoretical and empirical underpinnings of each approach are considered in order to assess the extent to which our understandings and explanations of classroom processes, and their effect on pupil outcomes, have been enhanced; and to provide an appropriate context from which to consider the utility of the model of teaching prescribed in the Plowden Report.

This publication has 11 references indexed in Scilit: