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ERIC Number: EJ1121847
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: N/A
Capturing the Complex, Situated, and Active Nature of Teaching through Inquiry-Oriented Standards for Teaching
Sinnema, Claire; Meyer, Frauke; Aitken, Graeme
Journal of Teacher Education, v68 n1 p9-27 Jan-Feb 2017
Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our purpose here is to propose a model of "Teaching for Better Learning" (TBL) that responds to those critiques and that captures the complexity of teaching rather than focusing on discrete elements. Our model foregrounds the salience of teachers' own situations and the active nature of teachers' practice in a way that integrates practice with relevant theory. We outline how the TBL model can be used to derive inquiry-oriented teaching standards, an alternative approach that challenges widely accepted conventions for the design of standards and, we argue, might better support the improvement of teaching and learning.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; United Kingdom (England); United Kingdom (Scotland); United Kingdom (Wales); United Kingdom (Northern Ireland); New Zealand; Australia
Grant or Contract Numbers: N/A