Planning and Analyzing Teaching
Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students’ learning in effective and powerful ways. For a long period of time teaching has been “black-boxed”,...
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| Formatua: | Online |
| Hizkuntza: | ingelesa |
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Taylor & Francis
2024
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| Sarrera elektronikoa: | ONIX_20240130_9781003861560_23 |
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Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!
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| _version_ | 1869524711400013824 |
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| author | Kullberg, Angelika Ingerman, Åke Marton, Ference |
| author_browse | Ingerman, Åke Kullberg, Angelika Marton, Ference |
| author_facet | Kullberg, Angelika Ingerman, Åke Marton, Ference |
| author_sort | Kullberg, Angelika |
| collection | Directory of Open Access Books |
| description | Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students’ learning in effective and powerful ways. For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship. Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. |
| format | Online |
| id | doab-20.500.12854ir-133804 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1338042025-07-17T10:00:30Z Planning and Analyzing Teaching Kullberg, Angelika Ingerman, Åke Marton, Ference Lesson study Educational research Japanese Learning study Theoretically informed practice Teaching thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students’ learning in effective and powerful ways. For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship. Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. 2024-01-31T04:11:14Z 2024-01-31T04:11:14Z 2024-01-30T15:55:03Z 2024 book ONIX_20240130_9781003861560_23 OCN: 1401618451 https://library.oapen.org/handle/20.500.12657/87400 9781003861560 9781032048475 9781032048567 9781003861621 9781003194903 https://directory.doabooks.org/handle/20.500.12854/133804 eng WALS-Routledge Lesson Study Series open access image/png image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/87400/1/9781003861560.pdf https://library.oapen.org/bitstream/20.500.12657/87400/1/9781003861560.pdf https://library.oapen.org/bitstream/20.500.12657/87400/1/9781003861560.pdf https://library.oapen.org/bitstream/20.500.12657/87400/1/9781003861560.pdf Taylor & Francis Routledge 10.4324/9781003194903 10.4324/9781003194903 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 18f3fe8e-305b-4d1c-9ac1-349f83cc3604 9781003861560 9781032048475 9781032048567 9781003861621 9781003194903 Routledge 122 Oxford [...] open access |
| spellingShingle | Lesson study Educational research Japanese Learning study Theoretically informed practice Teaching thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology Kullberg, Angelika Ingerman, Åke Marton, Ference Planning and Analyzing Teaching |
| title | Planning and Analyzing Teaching |
| title_full | Planning and Analyzing Teaching |
| title_fullStr | Planning and Analyzing Teaching |
| title_full_unstemmed | Planning and Analyzing Teaching |
| title_short | Planning and Analyzing Teaching |
| title_sort | planning and analyzing teaching |
| topic | Lesson study Educational research Japanese Learning study Theoretically informed practice Teaching thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology |
| topic_facet | Lesson study Educational research Japanese Learning study Theoretically informed practice Teaching thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology |
| url | ONIX_20240130_9781003861560_23 |
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