A Framework for Teaching

British Journal of Educational Studies 52 (4):342 - 358 (2004)
Teaching, like other professions, involves the performance of contingent functions. This suggests three basic questions: What do teachers do? What affects what they do? How do they do it? Together, these questions provide a three-dimensional framework which can be used to plan, analyse and evaluate teaching. Such a framework falls short of a prescriptive theory but can inform the judgements that teachers and students make. It also offers one way of conceptualising teaching as a unitary discipline.
Keywords teaching, function  variable  judgement  procedure
Categories No categories specified
(categorize this paper)
DOI 10.1111/j.1467-8527.2004.00272.x
 Save to my reading list
Follow the author(s)
My bibliography
Export citation
Find it on Scholar
Edit this record
Mark as duplicate
Revision history Request removal from index
Download options
PhilPapers Archive

Upload a copy of this paper     Check publisher's policy on self-archival     Papers currently archived: 22,062
External links
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library
References found in this work BETA
Jerome S. Bruner (1966). Toward a Theory of Instruction. Cambridge, Mass.,Belknap Press of Harvard University.

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles
Stephen A. Satris (1986). Student Relativism. Teaching Philosophy 9 (3):193-205.
Ann Cudd (2007). Revolution Vs. Devolution in Kansas. Teaching Philosophy 30 (2):173-183.

Monthly downloads

Added to index


Total downloads

7 ( #444,625 of 1,934,581 )

Recent downloads (6 months)

1 ( #434,193 of 1,934,581 )

How can I increase my downloads?

My notes
Sign in to use this feature

Start a new thread
There  are no threads in this forum
Nothing in this forum yet.