Reconceptualizing research on teaching

Philip H. Winne, Ronald W. Marx

Research output: Contribution to journalArticle

54 Scopus citations

Abstract

Argues that research on teaching generally has not collected and structured data that can adequately represent or test psychological relationships in teaching. Little emphasis has been placed on studying how teachers gather and process data that guide teaching practice. Rarely have studies characterized or described teaching treatments or students in terms of what is known about human learning. Also, research generally ignores the fact that students influence the teacher's actions in the classroom. This paper identifies and discusses the value gained by incorporating these perspectives into a new reconceptualization of research on teaching. (44 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)668-678
Number of pages11
JournalJournal of Educational Psychology
Volume69
Issue number6
DOIs
StatePublished - Dec 1 1977
Externally publishedYes

Keywords

  • dissemination &
  • processing &
  • student learning processes &
  • teacher information gathering &
  • teacher-student interaction, reconceptualization of research on teaching

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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