Comparing Theories from Textbooks and Practicing Teachers

Stefinee Pinnegar, Katherine J Carter

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

The theories of student learning presented in four current educational psychology texts were com pared with those expressed by 38 cooperating teachers in discussions of teaching practice with pre service teachers. The theories in the texts differed from the teachers’ theories in purpose, in language, and in major concepts. The texts focused on explication of the concepts in the formal theories of educational psychology; the teachers focused on explaining how they conceptualize their practice. The interviews with teachers revealed that the tacit learning theories of teachers give prominence to three sets of relationships: (a) responsibility, respect, and rapport; (b) confidence, trust, and suc cess, and (c) interest, honesty, and relevance.

Original languageEnglish (US)
Pages (from-to)20-27
Number of pages8
JournalJournal of Teacher Education
Volume41
Issue number1
DOIs
StatePublished - 1990

Fingerprint

textbook
teacher
educational psychology
learning theory
teaching practice
respect
confidence
responsibility
interview
language
learning
student

ASJC Scopus subject areas

  • Education

Cite this

Comparing Theories from Textbooks and Practicing Teachers. / Pinnegar, Stefinee; Carter, Katherine J.

In: Journal of Teacher Education, Vol. 41, No. 1, 1990, p. 20-27.

Research output: Contribution to journalArticle

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