A Taxonomy for Conceptualizing Teaching.

Autor/in	Seda, E. Elliott
Titel	A Taxonomy for Conceptualizing Teaching.
Quelle	(1995), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classification; Concept Formation; Elementary Secondary Education; Epistemology; Fundamental Concepts; Instruction; Literature Reviews; Students; Teacher Effectiveness; Teachers; Teaching Methods; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Concept learning; Begriffsbildung; Erkenntnistheorie; Grundlagenplan; Konzept; Teaching process; Unterrichtsprozess; Student; Schüler; Schülerin; Studentin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching; Lehrberuf
Abstract	This paper details the development of a taxonomy for conceptualizing teaching. This taxonomy is presented as a means to help educators understand and interpret what it is they do and continue in the process of searching and understanding. The purpose of developing a taxonomy, the basis for the dimensions--or subject matter--for the taxonomy, and the criteria for including or excluding specific dimensions are discussed, using ideas from a number of writers who conceptualize teaching. In developing the taxonomy, four issues are to be considered: (1) quantitative and qualitative bases for the dimensions; (2) criteria for the adequacy and utility of the taxonomy; (3) definitions of descriptors which form the structure for the taxonomy; and (4) reliable classification of the dimensions so that they can be defined objectively and operationally. Four general descriptors--what is teaching, why teach, what is taught and how, and to whom is teaching done--and their underlying dimensions are discussed and systematically arranged, resulting in a taxonomy for conceptualizing teaching. A number of uses for the taxonomy are suggested. The report concludes that all educators, especially those involved in teaching, need to be "expert" as opposed to "novice" thinkers and that if teachers, especially those in elementary, and secondary education, are to be considered professionals, they must make a concerted effort fully to comprehend and explain the activity of teaching. (Contains 136 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01